ERIC Number: EJ1183050
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1556-3847
EISSN: N/A
Differences of Instructor Presence Levels in Predominately Online versus Predominantly Not Online Courses within the Community College Setting
Cutsinger, Marcie M.; Wall, Timothy J.; Tapps, Tyler
Online Journal of Distance Learning Administration, v21 n2 Sum 2018
The increase in the number of students enrolling in online courses (Allen & Seaman, 2013; Bennett, Evans, & Riedle, 2007; Seide, 2016) and students' concern of the level of instructor presence in the predominately online course (Jaggars, 2014; Queiros and de Villiers, 2016; Tichavsky, Hunt, Driscoll, & Jicha, 2015) are reasons this research is necessary. Building on the work of Bowers and Kumar (2015), this case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such (Garrison, Anderson, & Archer, 2010). This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence is addressed with discussion and recommendations for further research included.
Descriptors: Online Courses, Educational Technology, Teacher Student Relationship, Community Colleges, Student Attitudes, Two Year College Students, Correlation, Student Satisfaction, Student Surveys, Likert Scales, Statistical Analysis
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A