An Investigation of Online Educational Quality in Professional and Continuing Education Using the Community of Inquiry Framework

Autor/in	Catron, Susan Dennis
Titel	An Investigation of Online Educational Quality in Professional and Continuing Education Using the Community of Inquiry Framework
Quelle	(2012), (168 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-9822-2
Schlagwörter	Hochschulschrift; Dissertation; Continuing Education; Web Based Instruction; Online Courses; Educational Quality; Student Attitudes; Satisfaction; Interaction; Teacher Student Relationship; Teacher Behavior; Extension Education; Communities of Practice; Program Evaluation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weiterbildung; Web Based Training; Online course; Online-Kurs; Quality of education; Bildungsqualität; Schülerverhalten; Zufriedenheit; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Erweitertes Bildungsangebot; Community; Programme evaluation; Programmevaluation; Kalifornien
Abstract	Beyond being responsive to the demand for online learning in the marketplace, UC Davis Extension lacks the system and tools to assess, improve and sustain the quality of online instruction it delivers. This study evaluates the strengths and weaknesses of online instructional quality at UCDE in accordance with Garrison's Community of Inquiry framework. The investigation is centered around three questions: (1) How do students perceive the level of social, cognitive and teaching presence in existing online courses, 2) What is the relationship between students' perceptions of social, teaching and cognitive presence and their overall satisfaction with the course experience, and (3) How is presence manifest in the volume and patterns of interaction of online course interaction? Teaching presence is found to exhibit not only the highest mean ratings by students, but also the strongest, most substantive relationship to student satisfaction. While social presence is the lowest rated factor, it is only modestly related to satisfaction. One possible factor in students' lower ratings for social presence appears to be the inability of UCDE communications technologies to support robust, real-time interaction. Finally, the volume of interaction activity is found to have little association with how students rate their perceptions of social presence--suggesting this tool has limited utility in evaluating/monitoring online courses. [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