RUcore: Rutgers University Community Repository
Affordances of community of inquiry methods in measuring and evaluating teaching presence to guide practice
Descriptive
TitleInfo
Title
Affordances of community of inquiry methods in measuring and evaluating teaching presence to guide practice
Name
(type = personal)
NamePart
(type = family)
Chingwe
NamePart
(type = given)
Jennifer M.
NamePart
(type = date)
1965-
DisplayForm
Jennifer M. Chingwe
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Silk
NamePart
(type = given)
Eli
DisplayForm
Eli Silk
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Nagarajan
NamePart
(type = given)
Anandi
DisplayForm
Anandi Nagarajan
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Boling
NamePart
(type = given)
Erica
DisplayForm
Erica Boling
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Chinn
NamePart
(type = given)
Clark
DisplayForm
Clark Chinn
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2018
DateOther
(qualifier = exact);
(type = degree)
2018-05
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
2018
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
The Community of Inquiry (COI) model’s construct of teaching presence provides a useful framework for understanding the practice-based requirements of effective online instruction. Teaching presence consists of instructor practice related to instructional design, direct instruction, facilitating discourse, and assessment of student work for the purpose of realizing educationally worthwhile outcomes. Providers of online continuing professional development courses may benefit from focusing on teaching presence to evaluate and improve practice. Two primary COI methods are used for measuring teaching presence in online courses: content analysis and student surveys. The purpose of this study was to compare the relative advantages of each method to guide improvements to practice. The mixed methods case study research design collected data on teaching presence in five online, instructor-led professional development courses. A sample of 26 students was surveyed to capture their reflections on the types and amounts of teaching presence they perceived in the courses. A content analysis was undertaken in two of the five courses to identify and tabulate instances of teaching presence in course content. Findings included that content analysis methods captured the quantity and location of teaching presence in the analyzed courses and made a useful distinction between teaching presence related to instructional design as compared to instructor-student interactions. Content analysis limitations included its focus on quantity and not quality. Pre- and post-course rubrics were proposed as a more practical approximation of the content analysis method. The student survey was found to capture student perceptions of the presence and quality of teaching presence. The student survey also had the advantage of an absolute scale to identify aspects of teaching presence in need of improvement. A shortened student survey was proposed to include only items for which student perceptions would be most appropriate. Two products were developed to support the transition of COI methods to professional development settings: a Teaching Presence Evaluation Toolkit with rubric and student survey measurement tools designed for program administrators, and an online course, Improving Teaching Presence in Online Courses, for instructors to learn best practices for the expression of teaching presence.
Subject
(authority = RUETD)
Topic
Design of Learning Contexts
Subject
(authority = ETD-LCSH)
Topic
Distance education
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_8925
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 133 p. : ill.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Jennifer M. Chingwe
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T34171FK
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Chingwe
GivenName
Jennifer
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2018-04-18 20:36:25
AssociatedEntity
Name
Jennifer Chingwe
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top
Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.7
ApplicationName
Microsoft® Word 2016
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-04-18T20:34:33
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-04-18T20:34:33
Back to the top
Statistical Profile