View in EDS PDF Full Text

Evaluating Teaching Presence in an Online Nursing Course: Proposing a New Taxonomy.

Saved in:
Bibliographic Details
Title: Evaluating Teaching Presence in an Online Nursing Course: Proposing a New Taxonomy.
Authors: Baker, Micah1, Richardson, Stephanie2, Rubio, Fernando3
Source: International Journal of E-Learning & Distance Education. 2020, Vol. 35 Issue 2, p1-35. 35p.
Subject Terms: *Online education, *Community of inquiry, *Teaching, Taxonomy
Abstract (English): The role of teaching presence in online courses has received significant attention within the Community of Inquiry (CoI) framework since Anderson, Rourke, Garrison, and Archer (2001) proposed a set of categories of teaching presence and a tool to assess them. However, there has been limited research addressing whether the instrument proposed by Anderson et al. can adequately capture differences in teaching presence between disciplines. This article describes a qualitatively driven, mixed-methods study to analyze how the teaching philosophy that permeated a graduate-level online nursing course determined the role of teaching presence in the course. The analysis resulted in a revised version of the original CoI taxonomy informed by the disciplinary underpinnings of the instructors' teaching philosophy in order to better capture teaching presence in this course. The study has important implications for online teaching beyond the discipline of nursing, as it demonstrates how disciplinary factors may influence teaching practices. [ABSTRACT FROM AUTHOR]
Abstract (French): Le rôle de la présence enseignante dans les cours en ligne a reçu une attention particulière dans le cadre de la Communauté d'enquête (CoI) depuis qu'Anderson, Rourke, Garrison, et Archer (2001) ont proposé un ensemble de catégories de présence des enseignants et un outil pour les évaluer. Cependant, peu de recherches ont été menées pour déterminer si l'instrument proposé par Anderson et al. peut rendre compte de manière adéquate des différences de la présence enseignante selon les disciplines. Le présent article décrit une étude qualitative, basée sur des méthodes mixtes, visant à analyser comment la philosophie de l'enseignement ayant imprégné un cours en ligne d'enseignement supérieur en sciences infirmières a déterminé le rôle de la présence enseignante dans le cours. L'analyse a donné lieu à une version révisée de la taxonomie originale de la CoI, basée sur les fondements disciplinaires de la philosophie d'enseignement des enseignants, afin de mieux saisir la présence enseignante dans ce cours. L'étude a des implications importantes pour l'enseignement en ligne au-delà de la discipline des soins infirmiers, car elle démontre comment les facteurs disciplinaires peuvent influencer les pratiques d'enseignement. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 148462658
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evaluating Teaching Presence in an Online Nursing Course: Proposing a New Taxonomy.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Micah%22">Baker, Micah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Richardson%2C+Stephanie%22">Richardson, Stephanie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rubio%2C+Fernando%22">Rubio, Fernando</searchLink><relatesTo>3</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+E-Learning+%26+Distance+Education%22">International Journal of E-Learning & Distance Education</searchLink>. 2020, Vol. 35 Issue 2, p1-35. 35p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Taxonomy%22">Taxonomy</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The role of teaching presence in online courses has received significant attention within the Community of Inquiry (CoI) framework since Anderson, Rourke, Garrison, and Archer (2001) proposed a set of categories of teaching presence and a tool to assess them. However, there has been limited research addressing whether the instrument proposed by Anderson et al. can adequately capture differences in teaching presence between disciplines. This article describes a qualitatively driven, mixed-methods study to analyze how the teaching philosophy that permeated a graduate-level online nursing course determined the role of teaching presence in the course. The analysis resulted in a revised version of the original CoI taxonomy informed by the disciplinary underpinnings of the instructors' teaching philosophy in order to better capture teaching presence in this course. The study has important implications for online teaching beyond the discipline of nursing, as it demonstrates how disciplinary factors may influence teaching practices. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Le rôle de la présence enseignante dans les cours en ligne a reçu une attention particulière dans le cadre de la Communauté d'enquête (CoI) depuis qu'Anderson, Rourke, Garrison, et Archer (2001) ont proposé un ensemble de catégories de présence des enseignants et un outil pour les évaluer. Cependant, peu de recherches ont été menées pour déterminer si l'instrument proposé par Anderson et al. peut rendre compte de manière adéquate des différences de la présence enseignante selon les disciplines. Le présent article décrit une étude qualitative, basée sur des méthodes mixtes, visant à analyser comment la philosophie de l'enseignement ayant imprégné un cours en ligne d'enseignement supérieur en sciences infirmières a déterminé le rôle de la présence enseignante dans le cours. L'analyse a donné lieu à une version révisée de la taxonomie originale de la CoI, basée sur les fondements disciplinaires de la philosophie d'enseignement des enseignants, afin de mieux saisir la présence enseignante dans ce cours. L'étude a des implications importantes pour l'enseignement en ligne au-delà de la discipline des soins infirmiers, car elle démontre comment les facteurs disciplinaires peuvent influencer les pratiques d'enseignement. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=148462658
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 1
    Subjects:
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Community of inquiry
        Type: general
      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Taxonomy
        Type: general
    Titles:
      – TitleFull: Evaluating Teaching Presence in an Online Nursing Course: Proposing a New Taxonomy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Baker, Micah
      – PersonEntity:
          Name:
            NameFull: Richardson, Stephanie
      – PersonEntity:
          Name:
            NameFull: Rubio, Fernando
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 22928588
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of E-Learning & Distance Education
              Type: main
ResultId 1