Exploring the Relationship Between Teaching Presence and Student Closeness in Online Discussions Over Time

• In Event: The Community of Inquiry Framework for Online Learning

Abstract

This study investigated the moderating effect of Teaching Presence (TP) on the temporal trends of student closeness centrality. The findings indicated that closeness centrality among students remained stable over time. Moreover, none of the three dimensions of TP significantly moderated the temporal trend of student closeness in online discussions. The significance of these findings should not be misconstrued; though subtle, they provide crucial insights into the underlying relationships between TP and interconnectivity. Consistent interactivity, facilitated engagement, and independence and autonomy were expounded, suggesting that instructors and students share equal responsibility in creating a supportive environment. This study also highlights the importance of analyzing the social context of each online learning community, as they do not always emerge uniformly.

Authors

• Jennifer M. Werner, Arizona State University

• Chih-Hsiung Tu, Northern Arizona University

• Nesma Ragab Nasr, Northern Arizona University

• Rita Detrick, Old Dominion University

• Hoda Harati, Towson University

• Cherng-Jyh Yen, Old Dominion University

• Patricia J. Peterson, Northern Arizona University