Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Lisa E Gurley, Phd, Rn, Cne, Coi

doi:10.24059/olj.v22i2.1255

Abstract

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.

Highlights

Dr Gurley is Assistant Professor and Director, Accelerated Second-Degree BSN Program in the Ida Moffett School of Nursing, Samford University, Birmingham, Alabama
Teaching presence behaviors for blended and online learning environments differ from the face-to-face classroom, as educators must effectively communicate when separated from students by time and place
This study revealed a statistically significant relationship between perceived teaching presence of facilitation and completion of a certification course in online instruction as compared to those receiving on-the-job training only, indicating that how educators are prepared to teach influences their perceptions of how well they facilitate learning

Summary

Introduction

Dr Gurley is Assistant Professor and Director, Accelerated Second-Degree BSN Program in the Ida Moffett School of Nursing, Samford University, Birmingham, Alabama. Teaching presence behaviors for blended and online learning environments differ from the face-to-face classroom, as educators must effectively communicate when separated from students by time and place. According to the Community of Inquiry (CoI) framework, teaching presence includes the constructs of design and organization, facilitation of learning, and direct instruction (Garrison, Anderson, & Archer, 2000). Directing instruction during blended and online courses requires educators to constantly evaluate student achievement of learning outcomes and provide timely instructional feedback (Arbaugh et al, 2008; Garrison et al, 2010). The increase in blended and online course delivery in higher education places an increased burden on educators to design and organize courses, facilitate learning, and provide direct instruction for students separated by time and place. Results of this study help to fill the gap in the literature and support the necessity of faculty development programs in improving faculty transitions from face-to-face learning environments to blended and online learning environments

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Conclusion