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An Examination of Teaching Presence in Relation to Learning Outcomes in Fully Online Undergraduate Courses
PROCEEDINGS

, Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This presentation describes an experimental study to explore the degree of teaching presence in relation to student learning outcomes in fully online undergraduate level courses. Student learning outcomes in affective domain (satisfaction) and cognitive domain (content learning and knowledge construction) were investigated in learning environments with a higher level degree of teaching presence and a lower level degree of teaching presence. The study found that the degree of online teaching presence was not related to learning outcomes. The study also found no significant differences existed between the two sections in student-perceived teaching presence and the two learning outcome domains under the examination.

Citation

Zhan, H. (2007). An Examination of Teaching Presence in Relation to Learning Outcomes in Fully Online Undergraduate Courses. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 586-589). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .

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