The Relationship between Teaching Presence and Student Course Outcomes in an Online International Population
Jillian Wendt, University of the District of Columbia, United States ; Jennifer Courduff, Azusa Pacific University, United States
International Journal on E-Learning Volume 17, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
A causal comparative research design was utilized in this study to examine the relationship between international students’ perceptions of teacher presence in the online learning environment and students’ achievement as measured by end of course grades. Spearman’s analysis indicated no statistically significant correlation between the composite teaching presence scores and end of course grades. Further analysis of the individual subscale teaching presence scores and end of course grades revealed no statistically significant correlations between instructional design and organization and end of course grades, or facilitation of discourse and end of course grades. Despite literature that suggests that teaching presence is one of the most important factors in building community in the classroom, the results of this study suggest otherwise.
Key terms: Community of inquiry, international students, sense of community, social presence teaching presence, online learning.
Wendt, J. & Courduff, J. (2018). The Relationship between Teaching Presence and Student Course Outcomes in an Online International Population. International Journal on E-Learning, 17(1), 111-129. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/151904/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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