Teaching Presence and Communication Timeliness in Asynchronous Online Courses

This study examined student perceptions of teaching presence and communication timeliness in asynchronous online courses. Garrison, Anderson, and Archer's (2000) community of inquiry model provided the framework for the survey research methodology used. Participants were 59 student volunteers t...

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Bibliographic Details
Published in:Quarterly review of distance education 2012-09, Vol.13 (3), p.183
Main Authors: Skramstad, Erik, Schlosser, Charles, Orellana, Anymir
Format: Article
Language:English
Subjects:
Asynchronous Communication
College students
Distance Education
Distance learning
Educational Environment
Electronic Learning
Feedback (Response)
Graduate Study
Higher Education
Learning
Online Courses
Perceptions
Research Methodology
Scores
Student Attitudes
Student Volunteers
Studies
Surveys
Toy industry
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Summary:This study examined student perceptions of teaching presence and communication timeliness in asynchronous online courses. Garrison, Anderson, and Archer's (2000) community of inquiry model provided the framework for the survey research methodology used. Participants were 59 student volunteers taking 1 or more asynchronous online graduate courses. Communication data showed the instructor mean communication timeliness for each of the 7 course groups. Five courses had a neutral level of perceived teaching presence, and 2 courses had a perceived teaching presence mean higher than the neutral range. The 2 classes with the greatest amount of time elapsing between communications also had the lowest mean teaching presence scores. Findings suggest further research regarding teaching presence and communication timeliness is warranted.
ISSN:1528-3518
2169-1266