1. Teaching Presence Research Presentation
Dr. Janice Poston
Reference/Instruction Librarian and
Moodle/Online Teaching Coach

5. Dissertation Research
• Was interested in whether or not teaching presence was
present in hybrid and online courses
• Would grades and levels of teaching presence be the same in
these two delivery formats
• Would tools such as forums have an impact on levels of
teaching presence and or grades
• Our institution has always emphasized high levels of
interaction between instructors and students

6. Theoretical Model Used
• Theoretical Model—Community of Inquiry Model Garrison,
Anderson, and Archer first developed the Community of Inquiry
model in 2000. Community of Inquiry (CoI) (Garrison, Anderson, &
Archer, 2000)
– Every class has
• Social presence—relationship with peers and instructor
• Teaching presence—relationship between student and instructor
• Cognitive presence—relationship between content and student
• Teaching presence--whether or not the teacher is seen or evidenced as being present in the
course by designing it, giving feedback, and providing guidance (Garrison, Archer, &
Anderson, 2000).

7. Research Questions
Online
Courses
Hybrid
Courses
Teaching
Presence
Teaching
Presence
Grades
Sta s cally
Significant
Grades

8. Null and Alternate Hypotheses
Hybrid Online
Grades
TP
Grades
TP
Hybrid Online
Grades
TP
Grades
TP

9. Findings
Table 12
Final Course Grades By Learning
Environment
Hybrid Online
Grades n % n %
A 312 56.5 304 55.1
B 144 26.1 158 28.6
C 53 9.6 47 8.5
D 17 3.1 9 1.6
F 26 4.7 34 6.2
Totals 552 100 552 100

10. Findings--Mann-Whitney U Results Grades
Table 13
Mann-Whitney U Test Results for Final Course
Grades
Mann-Whitney U
Z score
Significance
Median Grade—Hybrid
Median Grade—Online
150947
-.30
.77
4.00
4.00

11. Findings—Level of Teaching Presence
Table 16
Prediction of Teaching Presence Levels in Hybrid and Online
Learning Environments
Predictor β SE β Wald’s
χ
2
df p e
β
Forums .12 .038 10.228 1 .001 1.13
Discussions -.02 .024 .811 1 .368 1.01
Replies -.02 .004 14.277 1 .000 1.01
Constant -.08 .131 .375 1 .540 .923

12. Findings—Levels of Teaching Presence
• β values measure the impact each predictor has on the
outcome and the likelihood of a case being a member of the
group (Burns, 2009).
• Students in courses with forums more likely to be in the high
teaching presence group
• Students in courses with replies in forums less likely to be in
the high teaching presence group

13. Research in K-12
• Best practices from Michigan Virtual School
(DiPietro, Ferdig, Black, & Preston, 2008)
• 16 teachers in this study
• MV teachers establish a presence with their students
• MV teachers communicate and give more feedback
• MV teachers form communities
• MV teachers communicate and develop relationships using as many tools as
possible e-mail, phone, forums and discussion boards
• MV monitor forums to see if students are in need or having a crisis

14. Research in K-12 (cont.)
• Utah Electronic School (Hawkins, Barbour, & Graham, 2010)
– Course completion and achievement affected by student-teacher
interaction
• Instructor provides critical information about the course
• Instructor seems approachable and willing to help those who are struggling
• Follow up study looked at student perception of quality and frequency of
interaction in terms of impact on course completion/achievement (Hawkins,
Graham, Sudweeks, and Barbour, 2013)
• Much larger study with surveys sent to 67,569 students and 2269 completed
and received back

15. Research in K-12 (cont.)
• Results
– Frequency of contact and quality of contact between students and
teachers is very important to course completion, especially in the
early stages of a course
– Frequency of contact and quality of contact was not found to be a
factor in terms of grades awarded

16. References
• DiPetrio, M., Ferdig, R. E., Black, E. W. & Preston, M. (2008).
Best practices in teaching K-12 online:
Lessons learned from Michigan Virtual School teachers.
Journal of Interactive Online Learning, 7(1), 10-35.
Retrieved from http://www.ncolr.org/jiol/issues/pdf/7.1.2.pdf.
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based
environment: Computer conferencing in higher education model.
The Internet and Higher Education, 2(2-3), 87-105. Retrieved from https://coi.athabascau.ca/coi-
model.

17. References (cont.)
• Hawkins, A., Graham, C. R., Sudweeks, R. R. & Barbour, M. K. (2013). Academic performance, course
completion rates, and student perception of the quality and frequency of interaction in a virtual
high school. Distance Education, 34(1),64-83. Retrieved from
https://www.academia.edu/3672086/Hawkins_A._Graham_C._Sudweeks_R._and_Barbour_M._K._
2013_._Course_completion_rates_and_student_perceptions_of_the_quality_and_frequency_of_in
teraction_in_a_virtual_high_school._Distance_Education_34_1_64-83.
• Hawkins, A., Barbour, M. K., & Graham, C. R. (2010). Teacher-student interaction and academic
performance at Utah’s electronic school. 26th Annual Conference on Distance Teaching & Learning.
Retrieved from
https://www.academia.edu/1299276/Teacher-
Student_Interaction_and_Academic_Performance_at_Utahs_Electronic_High_School