Assessing Teaching Presence in a Computer Conferencing Context
Journal Article
OPEN
OPEN| Published | September 2001 |
| Journal | Journal of Asynchronous Learning Networks Volume 5, Issue 2, Pages 17 |
| Country | Canada, North America |
ABSTRACT
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.| Keywords | teaching · CMC · instruction · formal education |
| CoI focus | Teaching presence |
| Methodology | Mixed Method |
| Population | Graduate |
| Study design | Case study |
| Data analysis | Content analysis |
| Contribution | Foundational, Methodological |
| Study aim | "This paper reviews the tasks of the online teacher as gleaned from the literature and our experiences as teachers of graduate level, online courses. It then introduces a technique for systematically analyzing the context of the text-based transcripts of those courses." |
| Finding | "... the system can be used to diagnose teaching difficulties, to help teachers reduce workloads by increasing the quality and reducing the quantity of their messages, and to increase the semantic density and functionality of their postings." |
| Language | English |
| ISSN | 2472-5730 |
| Refereed | Yes |
| Rights | CC BY |
| DOI | 10.24059/olj.v5i2.1875 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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