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  • 标题:Teaching Presence Influencing Online Students’ Course Satisfaction at an Institution of Higher Education
  • 本地全文:下载
  • 作者:Mohd Khalid M. N. ; Don Quick
  • 期刊名称:International Education Studies
  • 印刷版ISSN:1913-9020
  • 电子版ISSN:1913-9039
  • 出版年度:2016
  • 卷号:9
  • 期号:3
  • 页码:62
  • DOI:10.5539/ies.v9n3p62
  • 出版社:Canadian Center of Science and Education
  • 摘要:

    This paper discusses the association between online students’ interaction through the Learning Management System (LMS) discussion forum and their reported course satisfaction. The participants in the study reported here were selected from several faculties in one university in Malaysia who were enrolled in at least one hybrid or fully online course. The Community of Inquiry (CoI) framework, its instrument and satisfaction scale were employed in this study via a Qualtrics online survey. Teaching presence in the CoI was used to find out how strong it correlated with students’ course satisfaction. The results showed that both variables were significantly positively associated with each other; indicating that students who enjoyed a relatively high teaching presence in online discussions were very likely to report higher course satisfaction.

  • 其他摘要:This paper discusses the association between online students’ interaction through the Learning Management System (LMS) discussion forum and their reported course satisfaction. The participants in the study reported here were selected from several faculties in one university in Malaysia who were enrolled in at least one hybrid or fully online course. The Community of Inquiry (CoI) framework, its instrument and satisfaction scale were employed in this study via a Qualtrics online survey. Teaching presence in the CoI was used to find out how strong it correlated with students’ course satisfaction. The results showed that both variables were significantly positively associated with each other; indicating that students who enjoyed a relatively high teaching presence in online discussions were very likely to report higher course satisfaction.
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