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ERIC Number: ED530309
Record Type: Non-Journal
Publication Date: 2009
Pages: 203
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-2140-5
Online and Face-to-Face Classes: A Comparative Analysis of Teaching Presence and Instructor Satisfaction
Bentz, David T.
ProQuest LLC, Ed.D. Dissertation, The University of Nebraska - Lincoln
Teaching presence is one of three components of the Community of Inquiry Model proposed by Garrison, Anderson, and Archer (2000). This study examined teaching presence, as measured by the instructional design and organization, and directed facilitation (Shea, Li, Swan, and Pickett, 2005), in a large undergraduate science course, contrasting two modes of lecture delivery, face-to-face and online video. Confirmatory factor analysis validated the teaching presence instrument, producing factor loadings similar to Shea et al.'s for both online and face-to-face delivery. Analysis of the relationship between instructor satisfaction and teaching presence (instructional design and organization, and directed facilitation) produced a significant (p less than 0.05) but relatively weak (r = 0.50) correlation. Differences between mean instructor satisfaction and teaching presence scores showed no significant differences based on the mode of lecture delivery. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A