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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Moderating Relationships :/
Reminder of title:	Online Learners' Cognitive Presence and Non-designer Instructor's Teaching Presence.
Author:	Silva, Laura Ann.
Description:	1 online resource (260 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Subject:	Education. -
Online resource:	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.
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