A Confirmatory Factor Analysis of Teaching Presence Within Online Professional Development

Abstract

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to better understand the most effective online instruction practices. The purpose of the study was to confirm the factor composition of TPS in an online professional development course and to determine the relationship between teaching presence and student satisfaction. Participants (n = 718) were in-service educators enrolled in online professional development. Confirmatory factor analysis results provided strong support for a three-factor TPA model using 17 of the 28 original TPS items and evidence of a strong relationship between TPS and student satisfaction. The implications for practice center on how enhanced knowledge of teaching presence may be used to develop instructors or facilitators as online educators of adults. It is important that such instructors have a solid knowledge base in their field, as well as knowledge of and experience with andragogy.

Teaching Presence vs. Student Perceived Preparedness for Testing in Higher Education Online English Courses During a Global Pandemic? Challenges, Tensions, and Opportunities

“…with the results obtained through the different instruments applied, we can see an alignment between the survey results, and students’ and teachers’ comments about the strategies and methodologies used during preparation for the TOEIC Bridge test. These results seem to be in line with other studies that indicate that teaching presence predicts student satisfaction ( Akyol and Garrison, 2008 ; Arbaugh, 2008 ; Maddrell, 2011 ; Miller et al, 2014 ; Kyei-Blankson et al, 2016 ; Yang et al, 2016 ; Lim, 2018 ; Shea et al, 2019 ). When incorporating qualitative data, we realize that perceived teaching presence does not necessarily equate to increased performance and self-reflection (understood in this study as perceived learning outcomes ).…”

“…According to previous research, courses with higher levels of teaching presence can provide clearer course structure and more relevant contents that could eventually help students achieve higher efficiency and better learning outcomes ( Garrison et al, 2010 ; Garrison, 2017 ). Teaching presence can also significantly predict students’ satisfaction ( Akyol and Garrison, 2008 ; Arbaugh, 2008 ; Maddrell, 2011 ; Miller et al, 2014 ; Kyei-Blankson et al, 2016 ; Yang et al, 2016 ; Lim, 2018 ; Shea et al, 2019 ) and perceived learning in online courses ( Shea et al, 2003 , 2019 ; Akyol and Garrison, 2008 ; Arbaugh, 2008 ). It is relevant throughout the implementation of an online course, from the design and facilitation to the content knowledge communication, and it has been conceptualized by three subdimensions, namely, instructional design and organization, facilitating discourse, and direct instruction ( Caskurlu et al, 2020 ).…”

The dynamics of online learning at the workplace: Peer‐facilitated social learning and the application in practice

“…Without such planning and guidance, only lower levels of cognitive engagement will occur (Andersen, ). Facilitation increases learner satisfaction and perceived learning (Miller, Hahs‐Vaughn, & Zygouris‐Coe, ; Swan & Shih, ). It is related positively to the social presence (Shea, ) and can positively influence participants’ engagement in higher processes of collaboration (Bangert, ).…”

Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions

“…Facilitation and teaching presence is another integrative factor in investigating OADs, with facilitation activities as subcategories of the first five processes of Murphy's (2004) model. Facilitation increases learner satisfaction and perceived learning (Miller, Hahs-Vaughn, & Zygouris-Coe, 2014;Swan & Shih, 2005) and supports critical inquiry and co-creation (Garrison, 2007). Facilitators exercise responsibility for balancing socio-emotional interaction, by building group cohesion or by facilitating and modelling respectful critical discourse to foster productive inquiry (Garrison, 2007).…”