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Patterns of Teaching Presence during One Semester of a Large Online Graduate Nursing Course

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Title: Patterns of Teaching Presence during One Semester of a Large Online Graduate Nursing Course
Language: English
Authors: Baker, Micah, Richardson, Stephanie, Rubio, Fernando
Source: International Journal of E-Learning & Distance Education. 2022 37(1).
Availability: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Peer Reviewed: Y
Page Count: 33
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Student Relationship, Large Group Instruction, Online Courses, Web Based Instruction, Graduate Students, Nursing Education, Teaching Experience, Communities of Practice, Inquiry, Asynchronous Communication, College Faculty, Teaching Assistants
ISSN: 2292-8588
Abstract: Extensive research supports the claim that student-instructor interaction is an essential element of successful online teaching. It is less clear, however, whether teaching presence is discipline-specific, or how it may be affected by the personal and professional background of individual instructors. This article describes the quantitative portion of a mixed methods study to analyze patterns of commenting behaviours in a graduate-level, online nursing course. Following the Community of Inquiry theoretical framework (Garrison, Anderson & Archer, 2000), we compare experienced and inexperienced instructors, and specifically focus on how teaching presence evolved over a fifteen-week course. Our findings indicate that teaching experience affects the types and density (number per post) of comments used by teachers. Experience played a role in how density and overall level of activity evolved as the semester progressed. No differences in teaching presence emerged when comparing instructions for each assignment, but there were differences when comparing instructions to teacher posts. [The publication year on the pdf is incorrect, the correct year is 2022.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369119
Database: ERIC
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  Data: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
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  Data: Extensive research supports the claim that student-instructor interaction is an essential element of successful online teaching. It is less clear, however, whether teaching presence is discipline-specific, or how it may be affected by the personal and professional background of individual instructors. This article describes the quantitative portion of a mixed methods study to analyze patterns of commenting behaviours in a graduate-level, online nursing course. Following the Community of Inquiry theoretical framework (Garrison, Anderson & Archer, 2000), we compare experienced and inexperienced instructors, and specifically focus on how teaching presence evolved over a fifteen-week course. Our findings indicate that teaching experience affects the types and density (number per post) of comments used by teachers. Experience played a role in how density and overall level of activity evolved as the semester progressed. No differences in teaching presence emerged when comparing instructions for each assignment, but there were differences when comparing instructions to teacher posts. [The publication year on the pdf is incorrect, the correct year is 2022.]
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Large Group Instruction
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      – SubjectFull: Online Courses
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      – SubjectFull: Web Based Instruction
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      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Nursing Education
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Inquiry
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: College Faculty
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      – SubjectFull: Teaching Assistants
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      – TitleFull: Patterns of Teaching Presence during One Semester of a Large Online Graduate Nursing Course
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