Assessing Teaching Presence In Instructional Cmc
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Transcript of Assessing Teaching Presence In Instructional Cmc
Assessing Teaching Presence in Instructional CMC
Susan LuleeJan., 2009
Introduction
• A growing number of courses offered online and degrees offered through the Internet.
• New online technologies have provided a broad spectrum of supportive features for online teaching.
• How will learning outcomes be ensured and improved? How will effective communication be established through online discussion? How new knowledge and understandings construct through instructional scaffolding?
Research Questions
• Have the measurement tools (categories & indicators) for assessing teaching presence developed by previous researches sufficient and appropriate?
• Are there patterns of teaching presence
existed, or not existed, in current practices?
Literature Review
• Transactional distance, Michael Moore (1980)• Teaching Presence. Three areas in Community
of Inquiry, Garrison, Anderson, & Archer (2000)
Literature Review (cont’d.)
• Content Analysis– Theoretical Framework
• Henri’s five dimensions model (1992)
• Gunwardena, Lowe and Anderson’s five-phase interaction analysis model (1998)
• Biggs’ SOLO taxonomy (1999)
• Garrison, Anderson, and Archer ‘s critical thinking and practical inquiry model (2000)
• Sometimes, Flanders interaction analysis model (1967) for classroom observation
– Indicators: Flander, Saba, Henri, Anderson
– Unit of Analysis: sentence units, proposition units, paragraph units, thematic units; and message units
Methodology
• Content analysis– tests that need to be performed – interpretation of those tests
• Instruments– Revised tool developed by Anderson
• Data collection– 273 instructors’ messages (out of 1735 posts) in 15
sessions of five online courses from 2 institutions
• Data Analysis – Measures of central tendency– Frequency distributions– Cross tabulations
Analysis & Findings
• Criteria for assessing teaching presence– Some modifications made to the tool developed by
Anderson
• Patterns of teaching presence– Initial session:
• encourage, acknowledge, or reinforce student contributions;
• create an open, warm, and trust climate for learning
– Intermediate sessions:• clarify and diagnose students’ misconceptions
• presenting content and questions
– Ending session• acknowledging students contribution
• assessment and explanatory feedback
Conclusions
• Role of online instructor is transforming from instructor to facilitator.
• Learning control is passing on to students as constructivism suggested; however, students are not ready to take the responsibility of learning
• Future study:– What combination of teaching presence tends to spur
larger amount of higher level thinking from student? – How to inspire student-student discussion? – How to assess cognitive skill level in order to
measure learning results of a particular set of teaching presence?