Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory

被引：9
|
作者：
Wang, Yang [1 ]
Zhao, Li [1 ]
Shen, Shusheng [1 ]
Chen, Wenli [2 ]
机构：
[1] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China
[2] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore
来源：
FRONTIERS IN PSYCHOLOGY | 2021年 / 12卷
基金：
中国国家自然科学基金;
关键词：
teaching presence; measurement framework; community of inquiry; reliability and validity; online learning; SELF-EFFICACY; ONLINE; RELIABILITY; MULTILEVEL; VARIABLES; VALIDITY; MODELS;
D O I：
10.3389/fpsyg.2021.694386
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors' online teaching.
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收藏
页数：11
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