"Are You There?": Teaching Presence and Interaction in Large Online Literature Classes

Autor/in	Li, Fang
Titel	"Are You There?": Teaching Presence and Interaction in Large Online Literature Classes
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 45 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00180-3
Schlagwörter	Online Courses; Communities of Practice; Inquiry; English Literature; Teaching Methods; Interaction; Teacher Student Relationship; Peer Relationship; Electronic Learning; Graduate Students; Student Attitudes; Student Participation + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Community; Englische literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Increasing interaction in large online classes is a challenge that many teachers are facing in the post-pandemic era. This study, rooted in Garrison et al.'s CoI (Community of Inquiry) framework, employs both quantitative and qualitative methods to explore what a teacher can do in large online literature classes to promote interaction by way of enhancing teaching presence. The correlation and regression analysis of the questionnaire survey indicates that the teacher's strategies lead to high levels of teaching, social and cognitive presence, and in turn facilitate students' online interaction, resulting in their strong sense of satisfaction. Besides, it suggests teaching presence has stronger relationship with cognitive presence than social presence. In addition, social and cognitive presences are strong predictors for learning outcomes which account for 68% of the explained variance in this study. Students' online interaction in the form of postings show that they are more cognitively engaged rather than socially involved, which implies that students are more focused on the construction of knowledge rather than try to be connected in the community. The limited peer interaction in spite of students' acknowledgement that peer interaction plays a unique role in pushing them towards better understanding of the texts poses the teacher another challenge for enhancing social presence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01