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The Impact of Teaching Presence on Online Engagement Behaviors
Zhang, Huaihao · Lin, Lijia · Zhan, Yi · Ren, Youqun

Published1 December 2016
JournalJournal of Educational Computing Research
Volume 54, Issue 7, Pages 887-900
CountryChina, Asia

ABSTRACT
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 engagement behaviors. A total of 218 middle-school English teachers participated in an online professional development course. Quantitative data were collected from an online survey and the log files of the online course website. The results of the regression analysis revealed that, by controlling for the potential effects of the demographic variables, learners’ perceived teaching presence had a positive impact on their constructive and interactive engagement behaviors but not on their passive or active engagement behaviors. In light of these findings, implications, limitations, and future directions are discussed.

Keywords teaching presence · engagement · online learning · quantitative

CoI focusTeaching presence
MethodologyQuantitative
PopulationEducators
Study designSurvey
Data analysisLinear regression
ContributionEmpirical
Sample size218
Study aim"... the current study addressed whether teaching presence would significantly impact different online engagement behaviors."
Finding"... teaching presence had a positive impact on learners’ constructive and interactive engagement behaviors."
Published atShanghai
LanguageEnglish
RefereedYes
DOI10.1177/0735633116648171
URLhttps://www.researchgate.net/publication/303029667_The_Impact_of_Teaching_Presence_on_Online_Engagement_Behaviors
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