The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses
Ó Ceallaigh, T. J.

Published7 June 2021
JournalIrish Educational Studies
Volume 40, Issue 2, Pages 349-358
CountryIreland, Europe

ABSTRACT
As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for students online. There is a dearth of literature which explores how TEs understand and enact pedagogies for the asynchronous learning environment (i.e. facilitate teaching presence). Also missing from the literature are specific features of professional development (PD) experiences which develop that essential knowledge base. This paper reports on a mixed methods study which explores how TEs are best supported to facilitate teaching presence in an asynchronous learning environment. 123 TEs from a range of disciplines across 15 TE institutions in Ireland, participated in the study. Data were collected from an extensive online questionnaire, individual semi-structured interviews and focus group interviews. Significant challenges in relation to planning for the asynchronous learning environment, fostering students’ authentic engagement with module content and cultivating student interactivity were unearthed. Findings also outline critical characteristics of PD experiences which, from a TE-informed perspective, positively impact knowledge growth with particular reference to teaching presence in an asynchronous learning environment.

Keywords teacher educator · teaching presence · asynchronous learning environment · professional development

CoI focusTeaching presence
MethodologyMixed methods unspecified
PopulationTeacher educators
Study designInterview SS, Focus group
Data analysisThematic analysis
ContributionPractical
Sample size123
Study aim"How TEs are best supported to facilitate teaching presence in an asynchronous learning environment."
LanguageEnglish
RefereedYes
DOI10.1080/03323315.2021.1932553
ExportBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 0 distinct readers




COMMUNITY NOTES

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.

POST A COMMENT
SIMILAR RECORDS

Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment
de la Varre, Claire; Keane, Julie; Irvin, Matthew J.
This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with ...
Match: environment; teaching presence

Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
Oh, Eunjung Grace; Huang, Wen-Hao David; Hedayati Mehdiabadi, Amir; Ju, Boreum
The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online ...
Match: asynchronous; teaching presence

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of Community
Ice, Philip; Curtis, Reagan; Phillips, Perry; Wells, John
This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective ...
Match: asynchronous; teaching presence

The Impact of Teaching Presence on Online Engagement Behaviors
Zhang, Huaihao; Lin, Lijia; Zhan, Yi; Ren, Youqun
Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive, and interactive ...
Match: teaching presence

A Follow-up Investigation of Teaching Presence in the SUNY Learning Network
Shea, Peter J.; Pickett, Alexandra M.; Pelz, William E.
This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty ...
Match: teaching presence

A case study of teaching presence in virtual problem-based learning groups
Kamin, Carol S.; O'Sullivan, Patricia; Deterding, Robin R.; Younger, Monica; Wade, Ted
Interest in conducting problem-based learning (PBL) on-line has increased to meet student and physician schedules. Little research describes skills needed to facilitate PBL on-line. In this paper we studied teaching ...
Match: teaching presence

Confirmatory Factor Analysis on the Sub-Construct of Teaching Presence’s in the Community of Inquiry
Nasir, M. Khalid M.; Surat, Shahlan; Maat, Siti Mistima; Karim, Aidah Abd; Daud, Md. Yusoff
This study aims to re-examine the reliability and validity of three sub-constructs in measuring the level of teaching presence from one of the essential elements in the Community of Inquiry model. The measurement ...
Match: teaching presence

A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses
Shea, Peter; Li, Chun Sau; Pickett, Alexandra
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in ...
Match: teaching presence

Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts
Morgan, Tannis
The community of inquiry framework (Garrison, Anderson, & Archer, 2000 ) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of ...
Match: teaching presence

Students’ and teachers’ perceived teaching presence in online courses
Wang, Yang; Stein, David; Shen. Shusheng
Differences in how students and teachers understand online teaching presence play a key role in teaching design. To explore how students and teachers perceive teaching presence, this study surveyed 1,041 students and 18 ...
Match: teaching presence
The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.