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Faculty and Student Perceptions of Teaching Presence in Distance Education Courses : = A Mixed Methods Examination.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Faculty and Student Perceptions of Teaching Presence in Distance Education Courses :/
Reminder of title:	A Mixed Methods Examination.
Author:	Slapak-Barski, Judith.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9780355425772

Faculty and Student Perceptions of Teaching Presence in Distance Education Courses : = A Mixed Methods Examination.
Slapak-Barski, Judith.

Faculty and Student Perceptions of Teaching Presence in Distance Education Courses :A Mixed Methods Examination. - 1 online resource (159 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2017.

Includes bibliographical references

This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore's transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore's TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355425772Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Faculty and Student Perceptions of Teaching Presence in Distance Education Courses : = A Mixed Methods Examination.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Alex Edmonds.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2017.
504 $a Includes bibliographical references
520 $a This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore's transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore's TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways.
520 $a The purpose of this study was to describe and compare student and faculty perceptions of TP in synchronous and asynchronous distance education courses at the college or university level. A mixed-method methodology was employed using a scale measuring TP for the quantitative strand and student and faculty focus groups for the qualitative strand.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 1148462
650 4 $a Educational technology. $3 556755
650 4 $a Education. $3 555912
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710 2 $a Nova Southeastern University. $b Abraham S Fischler School of Education. $3 1186344
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