Assessing Teaching Presence In Instructional Cmc
Upcoming SlideShare
Loading in...5
×
 

Assessing Teaching Presence In Instructional Cmc

on

  • 917 views

 

Statistics

Views

Total Views
917
Views on SlideShare
900
Embed Views
17

Actions

Likes
1
Downloads
4
Comments
0

3 Embeds 17

http://susansdeblog.blogspot.tw 9
http://susansdeblog.blogspot.com 7
http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Assessing Teaching Presence In Instructional Cmc Assessing Teaching Presence In Instructional Cmc Presentation Transcript

  • Assessing Teaching Presence in Instructional CMC Susan Lulee Jan., 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?