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Assessing Teaching Presence in a Computer Conferencing Context
Anderson, Terry · Rourke, Liam · Garrison, D. Randy · Archer, Walter

PublishedSeptember 2001
JournalJournal of Asynchronous Learning Networks
Volume 5, Issue 2, Pages 17
CountryCanada, 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 focusTeaching presence
MethodologyMixed Method
PopulationGraduate
Study designCase study
Data analysisContent analysis
ContributionFoundational, 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."
LanguageEnglish
ISSN2472-5730
RefereedYes
RightsCC BY
DOI10.24059/olj.v5i2.1875
ExportBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
1875-7423-1-SM.pdf · 414.6KB18 downloads



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