THE EFFECT OF TEACHING, SOCIAL, AND COGNITIVE PRESENCE ON THE PERCEPTIONS OF STUDENTS AND INSTRUCTORS IN ONLINE COURSES
Date of Award
Master of Education
Dr. John Barnett
Dr. George Gadanidis
This thesis is based on results from online surveys that were designed to better understand instructor and student perceptions of teaching, social, and cognitive presences within online courses. The research was prompted by my undergraduate and graduate online course experiences. The theoretical model developed by Garrison & Anderson (2003) was used to frame the research. Participant responses identified many issues of importance, including a description of the many roles of the social presence and the necessity to clearly establish a teaching presence as a course facilitator. Respondents further perceived that firmly establishing teaching, social, and cognitive presences resulted in much more enjoyable courses. In addition, the majority of respondents noted that while each presence was necessary, it was not essential for each presence to be equally represented; instead, respondents indicated that it was the actual interaction among the three presences that led to their perceptions of successful courses.
Sutherland, Kathleen D., "THE EFFECT OF TEACHING, SOCIAL, AND COGNITIVE PRESENCE ON THE PERCEPTIONS OF STUDENTS AND INSTRUCTORS IN ONLINE COURSES" (2009). Digitized Theses. 4010.