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The Impact Of Teaching Presence In Intensive Online Courses On Perceived Learning And Sense Of Community: A Mixed Methods Study, Elizabeth Laves
The Impact Of Teaching Presence In Intensive Online Courses On Perceived Learning And Sense Of Community: A Mixed Methods Study, Elizabeth Laves
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university.
In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional …