Instructor Response in Online Courses: Facilitating Student Motivation and a Community of Inquiry

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-6 - Instructional Design in Online and Blended Settings

Abstract

The purpose of this quasi-experimental study was twofold: 1) determine if teacher response style influences student motivational constructs (intrinsic value, self-efficacy) or student perceptions of presences (teacher, cognitive, social) posited by the Community of Inquiry (CoI) Framework, and 2) determine if a relationship exists between said motivational constructs and the CoI framework. Students from two online sections of an undergraduate course were surveyed at the beginning and end of semester. Students in section A received whole-group discussion responses from the instructor, students in section B received individual responses. Paired t-tests evidenced significant motivational growth in section A but not section B. Analysis evidenced significant correlations between and within CoI presences and motivational constructs.

Authors

• William C James, Oklahoma State University

• Jane S. Vogler, Oklahoma State University