A Confirmatory Factor Analysis of a Teaching Presence Instrument in an Online Computer Applications Course

Autor/inn/en	McNeill, Laura; Rice, Margaret; Wright, Vivian
Titel	A Confirmatory Factor Analysis of a Teaching Presence Instrument in an Online Computer Applications Course
Quelle	In: Online Journal of Distance Learning Administration, 22 (2019) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Undergraduate Students; Gender Differences; Student Attitudes; Learner Engagement; Sense of Community; Online Courses; Teacher Effectiveness; College Faculty; Teacher Student Relationship; Research Universities; Measures (Individuals); Outcomes of Education; Factor Analysis; Computer Software; Computer Science Education; Course Descriptions; Management Systems + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schülerverhalten; Online course; Online-Kurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Forschungseinrichtung; Messdaten; Lernleistung; Schulerfolg; Faktorenanalyse; Computer science lessons; Informatikunterricht; Kursstrukturplan
Abstract	Academic research has consistently shown effective teacher presence to be a significant factor in student satisfaction, engagement, perceived learning, and sense of community. The need for effective teaching presence remains of significant importance, particularly with the vast growth of online courses and online degree programs. It is, therefore, also necessary to evaluate the instruments used to measure effective teaching presence. The purpose of this study was an examination of the construct validity of a survey instrument developed to assess effective online teaching presence. Data included teaching presence survey results from undergraduate students enrolled at a large research university in the United States. No demographic data were collected, other than gender, which did not reveal significant data in the study. This study has contributed to the literature of the field by concluding the 13-item Arbaugh Teaching Presence instrument did not measure the teaching presence construct as intended. Through examination of academic literature, modifications to the teaching presence instrument since 2003 may have compromised structure and validity of the original teaching presence survey. Development and testing of a new teaching presence instrument, utilizing empirical research and learning outcomes, is recommended. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01