Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory.

Yang Wang,Li Zhao,Shusheng Shen,Wenli Chen

doi:10.3389/fpsyg.2021.694386

Yang Wang, Li Zhao + Show 2 more

Open Access

https://doi.org/10.3389/fpsyg.2021.694386

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Abstract

Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors’ online teaching.

Highlights

Online learning has dramatically increased in recent years
The KMO value was 0.950, and the Bartlett sphericity test showed that there was a correlation between variables (x2 = 3873.077; p = 0.000 < 0.001), demonstrating that these data were applicable for exploratory factor analysis
The square root of Average Variance Extracted (AVE) for each dimension should be higher than the absolute value of the Pearson correlation coefficient between the two dimensions, which can be identified as discriminant validity

Summary

Introduction

Online learning has dramatically increased in recent years. As such, online education has been applied in all education stages including formal and informal education (Martine et al, 2020). Online learning has brought convenience to teaching and learning without the restraint of time and space. The quality of online learning needs to be improved (Chen et al, 2021; Wang et al, 2021). Teaching presence determines students’ learning efficiency (Caskurlu et al, 2020). It is a link between curriculum content and learners. Face-to-face communication and instant feedback are reduced in online learning. It seems that the demand for teaching presence has weakened. In the online learning environment, the requirements for teaching presence are higher (Wang and Liu, 2020)

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Conclusion