Examination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environment
Year: 2004
Type: dissertation
Study design: Observational Study
Abstract: (ABSTRACT) This study identifies and assesses a more specific relationship between the online instructor presence and the online learner’s experience than is currently offered in previous studies. Guided by three questions, the study asked: (a) What is the relationship between the online instructor communication style and the learning experience, as defined by the adult learner’s cognitive achievement, ratings of the overall course experience, and perceptions of the instructor’s performance; (b) What is the relationship between the strength (contact frequency with the learner) of that communication style (facilitating or non-facilitating) and the learning experience; and (c) What is the relationship between selected learner demographic variables (previous subject experience on the job and previous experience with the vendor’s online learning environment) and the learning experience. The study included an examination of ex post facto data that depicted the interactions between 89 students and 9 instructors in 358 asynchronous, professional development class discussions. The examination revealed the presence and frequency of select instructor behaviors more acutely define the communication style and strength of the online instructor’s relationship
Source: VTechWorks (Virginia Tech)
Author: Frances Duggan Kassinger
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2589016615