ERIC Number: EJ1449127
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: EISSN-1475-0198
Enhanced Learning Engagement through Teaching Presence in Online Distance Education
Distance Education, v45 n4 p497-514 2024
Distance education offers flexibility, affordability, and accessibility. However, it poses challenges such as learner isolation, limited interaction, reduced motivation, and low learning engagement. This study examines how the mediating effects of teaching presence can increase online learning engagement in distance education. A survey was conducted to test the mediating role of teaching presence on online self-regulation, interaction, and learning engagement among 853 undergraduate distance students from four institutions of higher learning and various distance courses in Zambia. The results indicate that teaching presence has a direct positive and significant effect on learning engagement, and an indirect positive and significant influence through self-regulation and online interaction. This highlights the importance of teaching presence in improving the quality and effectiveness of distance education. This study recommends enhancing, supporting, and promoting the teaching presence in distance education.
Descriptors: Learner Engagement, Teacher Role, Online Courses, Distance Education, Undergraduate Students, Self Control, Independent Study, Interaction, Electronic Learning, Educational Quality, Instructional Effectiveness, Mediation Theory
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A