The Impact of Teaching Presence on Online Engagement Behaviors
| Published | 1 December 2016 |
| Journal | Journal of Educational Computing Research Volume 54, Issue 7, Pages 887-900 |
| Country | China, 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 focus | Teaching presence |
| Methodology | Quantitative |
| Population | Educators |
| Study design | Survey |
| Data analysis | Linear regression |
| Contribution | Empirical |
| Sample size | 218 |
| 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 at | Shanghai |
| Language | English |
| Refereed | Yes |
| DOI | 10.1177/0735633116648171 |
| URL | https://www.researchgate.net/publication/303029667_The_Impact_of_Teaching_Presence_on_Online_Engagement_Behaviors |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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