An Examination of Teaching Presence and the Sense of Community on Perceived Student Learning

Autor/in	Jinks, Susan Elizabeth
Titel	An Examination of Teaching Presence and the Sense of Community on Perceived Student Learning
Quelle	(2009), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-8220-7
Schlagwörter	Hochschulschrift; Dissertation; Electronic Learning; Online Courses; Measures (Individuals); Multiple Regression Analysis; Correlation; Predictor Variables; Student Surveys; Web Based Instruction; Student Attitudes; Classroom Environment; Student Characteristics; Statistical Analysis; Community; Teacher Role; Age Differences; Time Factors (Learning); Teacher Student Relationship; Interaction; Adult Students; Virtual Classrooms + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Messdaten; Korrelation; Prädiktor; Schülerbefragung; Web Based Training; Schülerverhalten; Klassenklima; Unterrichtsklima; Statistische Analyse; Lehrerrolle; Age; Difference; Age difference; Altersunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	The purpose of the study was to determine if the constructs of teaching presence and the sense of community function as predictors of perceived student learning in an online course. Each participating online student completed an online survey comprised of an informed consent, an item regarding their perception of learning (Richmond et al., 1987), the Teacher Presence Scale (Shea et al., 2005), the Classroom Community Scale (Rovai, 2001), student and course characteristic questions, and open-ended questions. The responses were transformed into three variables following the procedures set out by the authors of each instrument. Survey results were analyzed using a multiple linear regression, a correlation matrix, and a series of t-tests and ANOVAs. The data brings to light the importance of both teaching presence and the sense of community in an online course because the two constructs were able to predict 45.1% of the variance for perceived student learning. There were two statistically significant group differences in the perceived student learning score. First, students enrolled in eight-week courses reported their learning higher than students enrolled in sixteen-week courses. Second, students over 49 reported their learning higher than students in the 20-29 age group. The findings and the implications from this study are an essential stepping-stone to the future of online learning. While the sample size from this study was small compared to the number of students enrolled in online courses around the world, the study was able to bring to light two valuable constructs that have a predictive relationship with student learning. This connection to student learning is invaluable. This research study found that teaching presence and the sense of community have the ability to predict 45.1% of the variance of perceived student learning. Simply put, student learning, irrespective of the format of the course, occurs through interactions with a teacher and interactions with students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10