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dc.contributor.authorKassinger, Frances Dugganen_US
dc.date.accessioned2005-01-04en_US
dc.date.accessioned2014-03-14T20:21:08Z
dc.date.available2008-01-04en_US
dc.date.available2014-03-14T20:21:08Z
dc.date.issued2004-11-30en_US
dc.date.submitted2004-12-23en_US
dc.identifier.otheretd-12232004-230634en_US
dc.identifier.urihttp://hdl.handle.net/10919/30248
dc.description.abstract Frances Duggan Kassinger, Abstract

This study identifies and assesses a more specific relationship between the online instructor presence and the online learner's experience than is currently offered in previous studies. Guided by three questions, the study asked: (a) What is the relationship between the online instructor communication style and the learning experience, as defined by the adult learner's cognitive achievement, ratings of the overall course experience, and perceptions of the instructor's performance; (b) What is the relationship between the strength (contact frequency with the learner) of that communication style (facilitating or non-facilitating) and the learning experience; and (c) What is the relationship between selected learner demographic variables (previous subject experience on the job and previous experience with the vendor's online learning environment) and the learning experience.

The study included an examination of ex post facto data that depicted the interactions between 89 students and 9 instructors in 358 asynchronous, professional development class discussions. The examination revealed the presence and frequency of select instructor behaviors more acutely define the communication style and strength of the online instructor's relationship to the professional adult's online learning experience. The study's additional findings support earlier research that suggests prior learner experience relates positively to online learning outcomes. These findings contribute to the larger body of knowledge related to online instruction.
en_US
dc.publisherVirginia Techen_US
dc.relation.haspartKassingeretd.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectonline instructor facilitationen_US
dc.subjectinstructor communication style frequency of instruen_US
dc.subjectonline instructor presenceen_US
dc.subjectlearner prior experienceen_US
dc.titleExamination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environmenten_US
dc.typedissertationen_US
dc.contributor.departmentHuman Developmenten_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
dc.contributor.committeechairBoucouvalas, Marcieen_US
dc.contributor.committeememberMorris, Linda E.en_US
dc.contributor.committeememberParson, Stephen R.en_US
dc.contributor.committeememberGiles, Inezen_US
dc.contributor.committeememberAsche, F. Marionen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12232004-230634/en_US


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