Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses
Lori Kupczynski
Texas A&M University-Kingsville
Phil Ice
American Public University System
Randy Wiesenmayer
West Virginia University
Frank McCluskey
American Public University System
Abstract
The Community of Inquiry Framework posits teaching, social and cognitive presence interact to create the learning experience in online environments (Garrison, Anderson & Archer, 2001). To date, considerable research has been conducted which employs the framework with promising results (Akyol et al., 2009). However, significant work is needed to understand the interactions of the three presences and the impact of specific indicators on learning outcomes. This study uses a mixed methods approach to explore student perceptions of the impact of the indicators of Teaching Presence on their success in online courses. Analysis revealed that level may be a significant factor in determining which of the 13 indicators are considered most critical to success. Suggestions for application of results are included.
About the Author(s)...
Lori Kupczynski is an adjunct faculty member in the Department of Educational Leadership and Counseling in the area of Adult Education, a graduate level, fully online program at Texas A & M University-Kingsville. Along with her work at TAMUK, she consults with various higher education institutions across the United States on faculty training and preparation to teach online. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Phil Ice is the Director of Course Design, Research and Development for American Public University System. His research interests focus on two interrelated areas: the Community of Inquiry Framework and how it can be applied to improving the quality of online learning and how new and emerging technologies impact Teaching and Cognitive Presence within the CoI. For his work with emerging technologies, Philip won Sloan–C’s 2007 Effective Practice of the Year Award. He may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
Randy Wiesenmayer is a Professor of Curriculum and Instruction at West Virginia University. Randy’s research interests are focused on exploring how to more effectively create an awareness of global climatic change issues among pre–service and in–service teachers. Randy has been teaching online since 1997 and pioneered a large–scale online continuing education initiative for teachers in West Virginia. He may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it.
Frank McCluskey is the Executive Vice-President and Provost for American Public University System. He is the institution’s leading academic and oversees program development, faculty and student issues. He has been involved in online learning for over 15 years and has published numerous books and publications in the field. In his role as Director of Distance Learning at Mercy College, he led that institution in winning the Sloan-C Award for Excellence in Online Teaching and Learning. He may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..
