Melissa LAYNE, Phil ICE, Elizabeth WALLACE


Teaching presence in online environments is a critical, contributing component to students’ success in an online course and ultimately benefits both the student and the instructor. Oftentimes, online postsecondary institutions measure the existence of instructor presence by the administration of end-of-course surveys, where students have the opportunity evaluate certain aspects of the course through Likert-items and open-ended questions. Analysis for survey Likert-items is a fairly straightforward process using quantitative measures; however, qualitative analysis—particularly for large numbers of online student responses, commonly involves time-consuming coding and thematic extraction processes best suited for smaller amounts of qualitative data. To address this issue, a fully online university employed the Text Analytics for Surveys Model (TASM) as a tool to analyze 219 students’ qualitative responses to the existence of the Community of Inquiry (CoI) Framework category, Teaching Presence, collected from the institution’s end-of-course survey. The goals of this study were to (a) determine the accuracy of the TASM compared against traditional hand-coding methods in the analysis of the open-ended student responses to the CoI End-of-Course Survey, and (b) measure the perceived existence of CoI Teaching Presence among undergraduate and graduate students taking an online course.

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