Exploring teaching presence in both online and face-to-face learning environments

摘要

The advent of technology mediated learning has given rise to significant change in understanding a traditionally established concepts and definitions for learning environments in the higher education. This paper focuses on the Community of Inquiry Model (COI) as a conceptual framework for assessing teachers' roles in technology based learning setting. Specifically, this paper explores student's perception of COI's teaching presence component a in both: online and face-to-face type of course. Sample for this study consisted from undergraduate students (N=561) enrolled in Food Science class at the large Midwestern university (USA). Results from the study revealed that student's equally perceived the level of teaching presence regardless of type of learning environment. The author's argue that these findings provide evidence toward future research to expand the conceptualization of the Community of Inquiry Model to include differing learning populations.