Proposal Title

Perceived Faculty Presence with Use of Mediums for Assessment

Track

Research Proposal / Online Learning

Proposal Abstract

Although it has been reported that faculty presence on discussion boards for online/distance learning increases students’ satisfaction, there are minimal studies linking faculty presence to student performance. With the increased focus on implementing diverse technologies leading to faculty using more than discussion boards to assess performance, it is unclear if their use increases the students’ learning, satisfaction and the perceived faculty presence.

The purpose of this study was to assess student learning, satisfaction and perceived faculty presence in the on-line nursing program using surveys of 200 students following their completion of assignments using a diverse technology in an RN-BSN course.

Proposal Description

This session will discuss common challenges experienced regarding increased faculty presence with online/distance learning students when discussion board are used exclusively. Additional challenges to be discussed are the difficulties in introducing new technology to on-line students. We will provide recommendations for diverse technology while discussing our student feedback when these technologies were used for course assignments. This session will also include demonstrations of technologies that were received positively by this student population.

Research Question: Do students have an increased perception of presence when additional new technologies are introduced in the online classroom such as Kaltura, Audiovisual powerpoint demonstrations, prezi, imovie etc.

The results of this study will be used to provide faculty information on the impact having students use diverse technologies to complete assignments. We will demonstrate technologies that provided the most positive impact on satisfaction, perceived faculty presence, and increased student learning. Methods that were not highly rated will also be discussed as well as possible alternatives.

Theoretical Framework:

The Community of Inquiry model was chosen for this study and focuses on the context of the learning experience and the interactions that guide the learning. This model emphasizes that the learner interfaces in a community and should take responsibility for their own learning. Three elements are taken into consideration in this model which are social presence, cognitive presence and the teaching presence. Social presence is the ability of the learner to establish themselves socially and emotionally as a unique person through learning experiences. The cognitive presence is the ability for the learner to construct and confirm meaning through interaction and reflection. The third element is the teaching presence which involves the provision of structure and a process for the learning.

Garrison, D R & Anderson, T( 2003) .E-learning in the 21st century: a framework foreLearning Fundamentals . London: RoutledgeFalmer

This study is being conducted now and the results will be analyzed in February 2017.

Session Format

Presentation Session

Location

Room 2

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 2:00 PM Mar 30th, 2:45 PM

Perceived Faculty Presence with Use of Mediums for Assessment

Room 2

Although it has been reported that faculty presence on discussion boards for online/distance learning increases students’ satisfaction, there are minimal studies linking faculty presence to student performance. With the increased focus on implementing diverse technologies leading to faculty using more than discussion boards to assess performance, it is unclear if their use increases the students’ learning, satisfaction and the perceived faculty presence.

The purpose of this study was to assess student learning, satisfaction and perceived faculty presence in the on-line nursing program using surveys of 200 students following their completion of assignments using a diverse technology in an RN-BSN course.