# data[].attributes.body
Gurley, L.E. (2018).  Educators’ Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments, Online Learning Journal, (22),2. 197-220.

# data[].attributes.body
Akyol, Z & Garrison, D.R. (2008). The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence, Journal of Asynchronous
Learning Networks, (12), 3-4. 3-22.

# data[].attributes.attachment_link.readable_text
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction. (Contains 6 figures and 11 tables.)

Descriptors: Computer Mediated Communication, Online Courses, Educational Experience, Transcripts (Written Records), Discussion Groups, Surveys, Graduate Study, Foreign Countries, Student Attitudes, Electronic Learning, Educational Technology, Internet, Distance Education, Asynchronous Communication, Computer Assisted Instruction, Virtual Classrooms, College Instruction

Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main

# data[].attributes.attachment_link.title
ERIC - EJ837483 - The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence, Journal of Asynchronous Learning Networks, 2008-Dec

# data[].attributes.attachment_link.description
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences.

# data[].attributes.body
This article explores the dynamics of an online learning community specifically examining the three multidimensional elements of the Community of Inquiry framework (social, cognitive and teaching presence). In addition, the perception of students as well as their satisfaction with the course was examined.

# data[].attributes.body
An online cohort of graduate students at the University of Calgary participated in this study. The assignments were specifically chosen to reflect each element of the COL. The study design was a mixed design of both qualitative and quantitative approached to capture broader and deeper understanding. The thought was this would not be captured using one type of design specifically. Data was collected using a multifaceted approach collecting and coding transcripts.  Community of Online Learning survey instrument was utilized to student perception of the learning and satisfaction  as well as assessment of the three elements and their relation to student perceptions.

# data[].attributes.body
The study has implications and definitely the three elements and their effect on students needed further exploration.  Based on the results of this study it is important for faculty to integrate the three pillars of the Community of Inquiry

# data[].attributes.body
This article explores teaching in blended and online environments and the importance of teaching preparation to teach in an online environment and pedagogical approaches to online learning.

# data[].attributes.body
A convenience sample of full time, part time and adjunct graduate and undergraduates educators who had taught 5 years. The educators taught five or more years in two different universities in southeastern United States. Using power analysis to determine the minimum sample size which was determined to be 80 educators across all disciplines. Specific factors such as certification in teaching, preparations to teach and teaching level as well number of years teaching type of courses and specific online courses were the demographics considered. The study method used was a mixed methods convergent parallel research design. Qualitative and quantitative data were collected and analyzed separately then merged together to create this research method.

# data[].attributes.body
n=86 The results indicated Statistically significant results in  qualitative responses occurred   between perceived teaching presence from those with training in online education versus those without. How well educators perceive their abilities to facilitate online instruction is influenced by their own preparation to teach in the online environment.

# data[].attributes.body
The study is limited by the small sample size.  This study supports how important it is for institutions of higher learning to assess how the current culture supports and affects instruction in non traditional learning environments.  As we increases online and blended learning in higher education, this study supports faculty transitioning from face-to-face instruction to online instruction need to understand the challenges facing them.

# data[].attributes.body
I found this article very interesting in that it can help support the need for formal training or education in online learning before as educators transition from face to face to online or blended learning communities.  This supports my certification in online learning from last semester.  It is a misconception that there is no difference in  online and face to face education.

# data[].attributes.body
N=16 Small study sample.  ANOVA with repeated measures was conducted over time (through the 9-week course) to explore relationships, if any, in social presence, cognitive and teacher presence.  While the result did not indicate a significant relationship in between social presence and perceived learning, it was evident that social presence increased student satisfaction.  All three presence indicated social presence equated to course satisfaction.

# data[].attributes.body
I thought this was an interesting article because I have taken the first course for certification in online teaching and I am working with my mentor now. I wanted to learn more about how the three elements of presence impact the OLC. I wish the student had been a larger sample but the results are interesting and useful. I also find it curious that if you implement Seven Principles for Good Practice (Chickering & Gamson, 1987) common threads begin to emerge.