Assessing Teaching Presence In Instructional CmcPresentation Transcript
Assessing Teaching Presence in Instructional CMC Susan Lulee Jan., 2009
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?
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?
Transactional distance , Michael Moore (1980)
Teaching Presence. Three areas in Community of Inquiry, Garrison, Anderson, & Archer (2000)
Literature Review (cont’d.)
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
tests that need to be performed
interpretation of those tests
Revised tool developed by Anderson
273 instructors’ messages (out of 1735 posts) in 15 sessions of five online courses from 2 institutions
Measures of central tendency
Analysis & Findings
Criteria for assessing teaching presence
Some modifications made to the tool developed by Anderson
Patterns of teaching presence
encourage, acknowledge, or reinforce student contributions;
create an open, warm, and trust climate for learning
clarify and diagnose students’ misconceptions
presenting content and questions
acknowledging students contribution
assessment and explanatory feedback
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
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?