A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK
A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK
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纽约州立大学学习网络中“教学存在”的跟踪调查
DOI：
10.24059/olj.v7i2.1856
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发表时间：
2019
期刊：
影响因子：
4
通讯作者：
W. Pelz
中科院分区：
文献类型：
--
作者：
P. Shea;Alexandra Pickett;W. Pelz
本文是对纽约州立大学学习网络（SLN）教学现场初步调查的后续研究。在本研究中，我们回顾了正在进行的问题，教学法和教师的发展，他们的关系，学生的满意度，并报告学习SLN。我们提供了一个SLN计划的概述，并总结了我们目前的研究高等教育，在线学习环境的概念框架。该框架将人们如何学习的研究与高等教育中的良好实践原则以及高等教育中异步学习网络（ALN）学习的最新研究相结合。我们还提出了一个后续研究的一个方面的模型，“教学存在”的结果。纽约州立大学学习网络是一个自豪的两个斯隆-C奖，2001年卓越奖在ALN教师发展和2002年卓越奖在ALN编程。我们相信，这不是巧合，SLN在这个顺序被认可;也就是说，我们觉得我们努力创建一个系统的教师发展计划，使我们能够创建一个优秀的在线课程和学位计划。关于高质量在线学习环境的先决条件，特别是与教师发展相关的先决条件的清晰愿景，对于建立有效的ALN计划至关重要。由于JALN的这一特别版本致力于这些努力，我们希望专注于我们的学习环境设计模型，并分享该模型特定方面的研究成果。在过去的研究中，我们认为，学生与教师和学生与学生的互动是最强烈的学生满意度和学习报告的相关变量。在本研究中，我们专注于我们的在线学习环境模型的一个方面，并更深入地研究互动。在安德森和他的同事的工作的基础上，我们研究了构成和维持生产性互动的各种活动。这些研究人员对异步学习环境中发生的交互进行了分类，这些环境鼓励知识创造，并确定了近似（并可能改进）面对面环境中发生的在线行为和过程。我们看看他们的工作的一个关键因素，“教学存在”，并提出了一个后续研究的结果，检查学生的看法，这星座的在线教师的行为。我们还确定了与学生满意度和学习报告相关性最高的教学存在的组成部分。
This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program,and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn, with principles of good practice in higher education and recent research on learning in asynchronous learning networks (ALNs) in higher education. We also present resultsof a follow-up study on one aspect of the model, “Teaching Presence”.The SUNY Learning Network is a proud recipient of two Sloan-C Awards, the 2001 Award for Excellence in ALN Faculty Development and the 2002 Award for Excellence in ALN Programming. We believe that it is no coincidence that SLN was recognized in this order; that is to say, we feel our efforts to create a systematic faculty development program has allowed us to create an outstanding program of online courses and degrees. A clear vision regarding the prerequisites for a high quality online learning environment, especially prerequisites related to faculty development, is essential to building effective ALN programs. As this special edition of JALN is dedicated to such efforts we would like to focus on our model for learning environments design and share results of research on specific aspects of the model. In past studies we have argued that student-faculty and student-student interaction are among the variables most strongly correlated with student satisfaction and reported learning. In the present study, we focus on one aspect of our model for online learning environments and examine interaction more deeply. Building upon the work of Anderson and colleagues we examine the kinds of activities that comprise and sustain productive interaction. These researchers have categorized interactions that occur in asynchronous learning environments that encourage knowledge creation and identify online behaviors and processes that approximate (and may improve upon) those that occur in face-to-face settings. We look at a key element of their work, “teaching presence,” and present results of a follow-upstudy examining students’ perceptions of this constellation of online faculty behaviors. We also identify the components of teaching presence that correlate most highly with student satisfaction and reported learning.