Type: book-chapter
Study design: Observational Study
Abstract: This paper examines issues of pedagogy, faculty development, student satisfaction, and reported learning in the State University of New York (SUNY) Learning Network (SLN). Beginning with an overview of the SLN program, we provide a conceptual framework for our current research on higher education, online learning environments. This framework attempts to integrate research on how people learn [1], with best practices in higher education [2] and recent research on learning in asynchronous higher education environments [3]. In previous studies we have presented evidence to suggest that student-faculty and student-student interaction are among the set of variables most strongly correlated with student satisfaction and reported learning. [4], [5], [6] In the present study, focusing on one aspect of our emergent model, we look at interaction more deeply, building upon the work of Anderson et al. [3] to examine the kinds of activities that comprise and sustain productive interaction. These researchers have investigated and described interactions that occur in asynchronous online learning environments that sustain knowledge building and identify online behaviors and processes that approximate (or perhaps improve upon) those that occur in face-to-face settings. We look at one aspect of their work - “teaching presence” and present results of a pilot study to assess students’ perceptions of this constellation of online faculty behaviors. We also examine the components of teaching presence that correlate most highly with student satisfaction and reported learning.
Authors: Shea, Peter, Fredericksen, Eric, Pickett, Alexandra, Pelz, William
Institution: State University of New York
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7052222133