The impact of teaching presence on students’ online learning experience: evidence from 334 Chinese universities during the pandemic

Wen Li, Weiping Wang
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Abstract

Teaching presence is the core role of teachers in online education and is the most promising mechanism for developing online learning communities. Drawing on the theoretical framework of teaching presence, and based on data from an online survey of university students from 334 Chinese universities, this study constructs a framework for teaching presence and compares the differences in teaching presence among different student groups, and further explores the impact of teaching presence on students’ online learning experience and its heterogeneity in terms of gender and discipline. The study finds that teaching presence includes three dimensions: instructional design and organization, facilitating interaction, and direct instruction, and there are differences among different groups. Teaching presence has a significant impact on the online learning experience, among which facilitating interaction is the most important influencing factor. Heterogeneity examination reveals that the direct instruction dimension has a greater impact on the online learning experience of female students and students in science and engineering, while the facilitating interaction dimension has a greater impact on the experience of male students and students in science and engineering. For the development of online teaching, it is necessary to help online teachers comprehensively improve teaching presence, adopt different teaching strategies and improvement measures for different student groups, and pay attention to collecting and analyzing student behavioral data for teachers to reflect on and improve teaching.
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教学临场感对学生在线学习体验的影响:大流行病期间来自 334 所中国大学的证据
教学在场是教师在在线教育中的核心角色,也是发展在线学习社区最有前途的机制。本研究借鉴教学临场的理论框架,基于对中国334所高校大学生的在线调查数据,构建了教学临场的框架,比较了不同学生群体在教学临场方面的差异,并进一步探讨了教学临场对学生在线学习体验的影响及其在性别和学科方面的异质性。研究发现,教学临场感包括三个维度:教学设计与组织、促进互动和直接指导,不同群体之间存在差异。教学临场感对在线学习体验有重要影响,其中促进互动是最重要的影响因素。异质性检验显示,直接教学维度对女生和理工科学生的在线学习体验影响较大,而促进互动维度对男生和理工科学生的在线学习体验影响较大。在线教学的发展,需要帮助在线教师全面提升教学临场感,针对不同的学生群体采取不同的教学策略和改进措施,并注意收集和分析学生的行为数据,以便教师反思和改进教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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