You are here:

Beyond Threaded Discussions: A Study of Teaching Presence in an Online Educational Technology Course
PROCEEDINGS

, , Rutgers The State University of New Jersey, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative research study investigates what teaching presence looks like in an online, graduate level, educational technology course. We used the Community of Inquiry (CoI) framework to view the role of the online instructor. This study presents the experiences of an online instructor and eleven graduate students who participated in this study. Using the technique of content analysis, teaching presence is described under three categories instructional design, facilitation of discourse, and direct instruction. Besides discussion posts, other data included course artifacts like screencasts, videos, websites, and interviews. This research informs online instructors about tools and techniques to enhance their teaching presence in online courses.

Citation

Khurana, C. & Boling, E. (2012). Beyond Threaded Discussions: A Study of Teaching Presence in an Online Educational Technology Course. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4254-4259). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References