Assessing Teaching Presence on Computer Conferences - Conclusion

Conclusion


 

Introduction

Teaching Presence

Content Analysis

Theoretical Framework

Indicators

Unit of Analysis

 System Dynamic Model

Conclusion

References

Appendix

Presentation 

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Taking together, using content analysis to address quantitative and qualitative data recorded in computer systems is reasonable and valid. Conducting a content analysis of online instructional discussion is to support online teachers in designing and developing effective teaching techniques that can stimuli higher-level thinking from learners. Some studies, however, have taken a dynamic approach by not limiting themselves in measured data and looking at certain teaching presence that produced certain type of interaction. Although many researches have been done, there are needs for more researches that combine content analysis with systemic methodologies such as system dynamics model. New researches for assessing teaching presence should base on more than quantitative or descriptive methodologies. Future researches should consider teaching presence as systemic behavior that has various patterns and can be enhanced by finding and modifying the problem pattern of behavior.

 

As for the discussion of indicators, since each research has different focus and subject of study, choosing proper theoretical framework and develop a series of indicators for research assessment is the pre-requisites for persuasive results and articulate conclusions. This literature review showed that, the measurement instruments are getting more and more specific and explicit. In addition, it showed that future researchers can compare, contrast, and combine different set of indicators to develop a new measurement instruments that fit in their particular context of research.