Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
Journal Article
OPEN
OPEN| Published | October 2010 |
| Journal | The International Review of Research in Open and Distance Education Volume 11, Issue 3, Pages 127-154 |
| Country | United States, North America |
ABSTRACT
With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.| Keywords | teaching presence · community of inquiry · higher education |
| CoI focus | Teaching presence |
| Methodology | Literature review |
| Contribution | Methodological |
| Study aim | "... we re-examine the widely referenced community of inquiry model (Garrison et al., 2000) with the purpose of enhancing the conceptual representativeness of the teaching presence construct." |
| Finding | "We suggest that the bulk of online instructional effort occurs outside such fora and that to gain additional insight into the nature of online instruction it is necessary to examine work occurring throughout the entire course." |
| Language | English |
| ISSN | 1492-3831 |
| Refereed | Yes |
| Rights | CC BY |
| DOI | 10.19173/irrodl.v11i3.915 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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