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Students’ and teachers’ perceived teaching presence in online courses
Wang, Yang · Stein, David · Shen. Shusheng

Published29 July 2021
JournalDistance Education
Volume 42, Issue 3
CountryChina

ABSTRACT
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 teachers who participated in an online course at a Chinese university. The analysis found students’ perceived teaching presence was significantly lower than the teachers’, particularly in terms of facilitating discourse (p < .001). Regarding the perceived importance of the five dimensions of teaching presence (Wang et al., 2019), students perceived facilitating discourse to be more important than direct instruction, while the opposite was found to be true for teachers. The divergence creates a challenge for teachers in engaging students in learning. The results indicate that teachers could pay more attention to the following dimensions to improve students’ learning experience: making macro-level comments on courses, designing instructional methods, providing formative feedback for homework and discussions, and making full use of technological tools in teaching.

Keywords community of inquiry · online course · teaching and learning · teaching presence

CoI focusTeaching presence
MethodologyQuantitative
PopulationUndergraduate
Study designQuestionnaire
Data analysisInferential statistics
InstrumentModified CoI survey
ContributionEmpirical
Sample size1073
Study aim"To explore how students and teachers perceive teaching presence, t"
Finding"students perceived facilitating discourse to be more important than direct instruction, while the opposite was found to be true for teachers"
LanguageEnglish
RefereedYes
DOI10.1080/01587919.2021.1956304
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