Students’ and teachers’ perceived teaching presence in online courses
| Published | 29 July 2021 |
| Journal | Distance Education Volume 42, Issue 3 |
| Country | China |
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 (| Keywords | community of inquiry · online course · teaching and learning · teaching presence |
| CoI focus | Teaching presence |
| Methodology | Quantitative |
| Population | Undergraduate |
| Study design | Questionnaire |
| Data analysis | Inferential statistics |
| Instrument | Modified CoI survey |
| Contribution | Empirical |
| Sample size | 1073 |
| 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" |
| Language | English |
| Refereed | Yes |
| DOI | 10.1080/01587919.2021.1956304 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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