ABSTRACT
Understanding the role of teaching presence in students’ learning can help improve online teaching. This study explored the effects of online teaching presence on students’ cognitive conflict and engagement by analyzing three rounds of a course taught with different levels of teaching presence. The participants were 132 students enrolled across the three rounds. Content and lag sequential analysis were used to explore the effects of teaching presence on students’ cognitive conflict and learning engagement. The results show that design and facilitation can engage students in reflection and involve them in cognitive conflicts and cognitive engagement (p < .001). Moreover, timely facilitation and direct instruction had no significant effect on students’ responses to cognitive conflict. These results illuminate the impact of teaching presence on students’ learning engagement through cognitive conflict and provide instructors with practical guidance for online teaching.
Data availability statement
The data that support the findings of this study are available from the author upon reasonable request.
Disclosure statement
No potential conflict of interest was reported by the author(s).
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Notes on contributors
Yang Wang
Yang Wang is an assistant professor at the School of Educational Science at Nanjing Normal University and a visiting scholar at the Ohio State University. Her research interests include instructor’s teaching presence and learning analytics.
David Stein
David Stein is an associate professor in the College of Education at the Ohio State University. His research interests include the community of inquiry and teaching presence. Email: [email protected].