ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT

By Terry Anderson, Liam Rourke, E. Alberta, D. Randy Garrison, Walter Archer. Online Learning, 2019

1,016 citations recorded by the source corpus.

This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f5bf4b8cf9634d7fa59800267c60281eebeb0924

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Karen P. Swan
2. Lifang Shih
3. Florence Martin
4. Michelle A. Drouin
5. D. Randy Garrison
6. Jennifer C. Richardson
7. J. Ben Arbaugh
8. Hossein Mohammadi

In Education

1. Lifang Shih
2. Florence Martin
3. Karen P. Swan
4. Kiran Budhrani
5. D. Randy Garrison
6. Michelle A. Drouin
7. Jennifer C. Richardson
8. J. Ben Arbaugh

In Social Psychology

1. Lifang Shih
2. Florence Martin
3. Karen P. Swan
4. D. Randy Garrison
5. Michelle A. Drouin
6. Jennifer C. Richardson
7. J. Ben Arbaugh

Citations in the corpus

• Award-Winning Faculty Online Teaching Practices: Roles and Competencies (2019, background): “Anderson et al. (2001) suggested that teaching presence can be achieved through “the design, facilitation, and direct instruction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Anderson et al.”
• ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, background): “In addition, an extremely strong relationship between the social presence of instructors and satisfaction with them was found, indicating how important the social aspects of teaching presence [31, 32] may be to students.”