國立虎尾科技大學 |

Moderating Relationships : = Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Moderating Relationships :/
其他題名:	Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.
作者:	Silva, Laura Ann.
面頁冊數:	1 online resource (260 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355829716

Moderating Relationships : = Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.
Silva, Laura Ann.

Moderating Relationships :Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence. - 1 online resource (260 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2018.

Includes bibliographical references

Adult online learners represent the largest demographic in higher education. Academic leaders increasingly use non-designer instructors (NDIs) to meet demands. NDIs have little control over course design, part of teaching presence valued by learners. This quantitative, predictive correlational study investigated 1) to what frequency online learners' perceptions of their NDIs' teaching presence predicted learners' cognitive presence; and 2) to what frequency did learners' use of instructional media resources moderate that predictive relationship, while enrolled in online courses in a private, non-profit university in the western United States. Using The Community of Inquiry (COI) survey, this study measured learners' perceptions of presence as they related to online students' learning and use of instructional media. Multiple regression analyses tested both hypotheses (n = 128). The first null hypothesis was rejected revealing NDIs' teaching presence significantly predicted 52% of the variance of learners' cognitive presence, R2 = .524, p < .001, f2 = 1.08. These findings expand scientific knowledge to the instructional context of NDIs and confirm prior research that found a similar role for teaching presence on cognitive presence. The study failed to reject the null hypothesis for research question two. Frequencies of instructional media use showed a nonsignificant effect on the predictive role of teaching presence on cognitive presence. Further research could examine the unique contributions of the course design sub-factor of teaching presence in the context of courses taught by NDIs.

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

Mode of access: World Wide Web

ISBN: 9780355829716Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Moderating Relationships : = Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.
LDR:02829ntm a2200337K 4500 001 915360
005 20180727125213.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355829716
035 $a (MiAaPQ)AAI10786197
035 $a (MiAaPQ)gcu:10690
035 $a AAI10786197
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Silva, Laura Ann. $3 1188688
245 1 0 $a Moderating Relationships : $b Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.
264 0 $c 2018
300 $a 1 online resource (260 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Mary Shuttlesworth.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2018.
504 $a Includes bibliographical references
520 $a Adult online learners represent the largest demographic in higher education. Academic leaders increasingly use non-designer instructors (NDIs) to meet demands. NDIs have little control over course design, part of teaching presence valued by learners. This quantitative, predictive correlational study investigated 1) to what frequency online learners' perceptions of their NDIs' teaching presence predicted learners' cognitive presence; and 2) to what frequency did learners' use of instructional media resources moderate that predictive relationship, while enrolled in online courses in a private, non-profit university in the western United States. Using The Community of Inquiry (COI) survey, this study measured learners' perceptions of presence as they related to online students' learning and use of instructional media. Multiple regression analyses tested both hypotheses (n = 128). The first null hypothesis was rejected revealing NDIs' teaching presence significantly predicted 52% of the variance of learners' cognitive presence, R2 = .524, p < .001, f2 = 1.08. These findings expand scientific knowledge to the instructional context of NDIs and confirm prior research that found a similar role for teaching presence on cognitive presence. The study failed to reject the null hypothesis for research question two. Frequencies of instructional media use showed a nonsignificant effect on the predictive role of teaching presence on cognitive presence. Further research could examine the unique contributions of the course design sub-factor of teaching presence in the context of courses taught by NDIs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational technology. $3 556755
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0710
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Grand Canyon University. $b Doctoral Studies. $3 1179266
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10786197 $z click for full text (PQDT)