The Relationship Between Teaching Presence and Student Outcomes in Online Education: A Meta-Analysis

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Measurement and Aggregation in Online Learning

Abstract

This meta-analysis examined the magnitude of the relationship between teaching presence and students’ perceived learning and satisfaction. The results showed a moderately strong correlation between teaching presence and: (a) perceived learning (r= 0.602, k= 23); and (b) satisfaction (r= 0.59, k= 26). I2 statistics (96.24% for perceived learning and 95.31% for satisfaction) indicated that there were different effect sizes across studies. Moderator analysis showed that a) teaching presence and perceived learning relationship was moderated by target audience and course length and b) teaching presence and satisfaction relationship was moderated by course length, disciplinary area, and teaching presence scale used. Furthermore, each dimension of teaching presence individually predicts student outcomes thereby highlighting the importance of these variables for teaching presence.

Authors

• Secil Caskurlu, Florida State University

• Yukiko Maeda, Purdue University

• Jennifer C. Richardson, Purdue University

• Jing Lv, East China Normal University

• Kadir Kozan, Purdue University

• Daniela Castellanos-Reyes, Purdue University

• Mohammad Shams Duha, Purdue University