Research Proposal: Moderating Relationships Between Online Learners and Teaching Presence

Broad Topic Area

The predictive relationship between online learners’ perceptions of their NDI’s teaching presence and learners’ cognitive presence and whether or to what extent the frequencies of learners’ use of instructional media moderate that predictive relationship.

Literature Review

Background/Gap

Learners enrolled in higher education online courses benefit from flexibility to complete course requirements often report lack of support when they need focused instruction around key or difficult concepts/skills (Ladyshewsky, 2013; MacDonald & Campbell, 2012).

Richardson and colleagues (2015, 2016) found that student success factors are positively impacted when components of the Community of Inquiry (COI) framework, first established by

Garrison and colleagues (2000), are implemented and present within online learning scenarios.

Research was proposed that further investigates the components of the COI model in the context of non-designer instructors (Richardson et al., 2016) and that investigates the mediating role of course design on learning outcomes (Richardson et al., 2015).

Theoretical Foundation

COI has become a model for designing, facilitating and evaluating online learning scenarios in recent years (Garrison, 2016). Findings support following the COI framework to design and facilitate online learning and to enhance learning and satisfaction (Akyol, Vaughan & Garrison, 2011).

Teaching presence is a component of the Community of Inquiry (COI) framework, along with social presence and cognitive presence that together promote connection, cohesion and learning among members within a virtual community (Lambert & Fisher, 2013; Mouzouri, 2016).

Teaching presence is manifested in the instructional design and organization of course components that advance the learning outcomes for the course (Garrison, 2016). Course components include the course structure, learning activities, materials and supporting instructional resources including media that support students’ learning during the course (Lambert & Fisher, 2013; Layne & Ice, 2016).

Themes in the Literature

Online education grew from its teleconferencing roots in the 1970s to a new modality for alternative and continuing education in the early 2000s. Higher education institutions slowly began to adopt it as a way to provide more access to students who could not attend campus-based courses. Today, it has grown to become a prominent arm of any college or university seeking to expand its market share as well as open its doors to the working adult learner, an increasing demographic enrolled in online education (Allen & Seaman, 2015; Harasim, 2000).

Due to work-life balance challenges, adult learners, often labeled as non-traditional students (MacDonald & Campbell, 2012), struggle in their academic progress, often resulting in retention issues (Allen & Seaman, 2015; Lowenthal, 2016). Part-time and adjunct instructors represent a growing percentage of the online teaching workforce (National Center for Education Statistics, 2014). A growing majority of them teach online courses they did not design (Lowenthal, 2016).

The Community of Inquiry (COI) framework is a model that explains three components of presence that can be measured in an online learning experience (Garrison et al., 2000). At its core, it is seen as presenting methods of critical inquiry, as well as procedures for designing and facilitating online learning (Garrison, 2016).

The 34-item, quantitative COI survey instrument is modeled after the framework, measuring the three components as follows: 13 items on teaching presence, 9 items on social presence and 11 items measure cognitive presence (Arbaugh et al., 2008). The instrument has been validated in a multitude of studies throughout its existence and has withstood numerous analyses for reliability (Swan et al., 2008).

Social presence is measured on 3 sub-factors: affective expression, open communication and group cohesion. Teaching presence is measured on the 3 sub-factors of course design, facilitation of discourse and direct instruction. Cognitive presence is measured across 4 sub-factors including triggering event, exploration, integration, and resolution.

Of the three components of presence in the COI, teaching presence has been found to be a cornerstone for sustained social presence and perceived cognitive presence in online learning contexts (Garrison, Cleveland-Innes & Fung). Online learners have reported that the course design sub-factor of teaching presence is more highly valued than others, reporting their perceptions that it impacts their academic progress (Lupczynski, Ice, Wiesenmayer, & McCluskey, 2010).

This study investigates whether or to what extent online learners’ perceptions of their NDI’s teaching presence predicts learners’ cognitive presence and whether or to what degree the frequencies of online learners’ use of instructional media moderates that predictive relationship.

The current study’s findings could potentially contribute to the body of literature should strategies come to light for designing course resources that promote teaching presence, regardless of an instructor’s role in designing the online course.

Problem Statement

It is not known whether or to what extent online learners’ perceptions of their non-designer instructors’ teaching presence predicts learners’ cognitive presence, whether or to what extent frequencies of online learners’ use of online instructional media resources moderate that predictive power, while enrolled in higher education online courses in a private, non-profit university in the western United States.

Research Questions

R_1: To what extent, if any, do online learners’ perceptions of their NDI’s teaching presence predict their cognitive presence?

R_2: To what extent, if any, does the frequency of online learners’ use of instructional media resources moderate the relationship between their perceptions of their NDI’s teaching presence and learners’ cognitive presence?

Sample and Location

• Target population is approximately 409 online learners enrolled in designated 8-week academic terms.
• Required sample size according to G*Power is 89 in order to conduct analysis assuming Confidence Level: 95%; Confidence Interval: 5%; Power: .80; Effect: .5 (Buchner, 2013).
• Multiple sections of 8-week online courses within undergraduate and graduate programs in a private, non-profit university in the western United States.
• Adult learners
• Average age:
• Work/life balance:
• Report feelings of isolation when perceptions of instructor presence are low (MacDonald & Campbell, 2012).
• Highly value and expect a well-structured and delivered course with relevant learning, clear expectations, and access to quality, effective learning resources that aid their completion of assigned course work (Kupczynski, Ice, Weisenmayer, & McCluskey, 2010).
• Expect immediate access to instructional support that is available when needed (O’Toole & Essex, 2012.)
• Expect and value meaningful feedback and timely responsiveness to questions or requests for additional instructional intervention (Hostetter & Busch, 2013).

Hypothesis/Variables

Variables

Predictor Variable: Online learners’ perceptions of their NDI’s teaching presence (continuous)

Criterion Variable: Online learner’s Cognitive Presence (continuous)

Moderator Variable: Frequency of online learners’ use of instructional media resources in their online courses (continuous)

Hypotheses

H1₀:        Online learners’ perceptions of their NDI’s teaching presence do not significantly predict online learners’ own cognitive presence.

H1_a:        Online learners’ perceptions of NDI’s teaching presence significantly predict online learners’ own cognitive presence.

H2₀:        The frequency of online learners’ use of instructional media resources does not significantly moderate the relationship between online learners’ perceptions of their NDI’s teaching presence and learners’ cognitive presence.

H2         The frequency of online learners’ use of instructional media resources significantly moderates the relationship between their NDI’s teaching presence and learners’ cognitive presence.

Methodology & Design

To address the problem statement and research questions, a quantitative methodology using a non-experimental, predictive-correlational research design will be implemented.

Purpose Statement

This quantitative, predictive correlational research study will examine whether or to what extent online learners’ perceptions of the teaching presence of their non-designer instructors (NDI) predicts learners’ cognitive presence and whether or to what extent the frequencies of online learners’ use of instructional media resources moderates that predictive power, while enrolled in a private, non-profit university in the western United States (Richardson et al., 2016).

• The predictor variable, teaching presence and the criterion variable, cognitive presence will be measured using the subscales of the Community of Inquiry Survey (Arbaugh et al., 2008).
• The frequencies of instructional media use is the moderator variable and will be measured as user activity data within learning management system, Moodle (Moodle.org, 2016).

Data Collection Approach

• The Community of Inquiry Survey is comprised of 34 Likert-scale measures of cognitive, social and teaching presence, each broken down as subscales (see Appendix C) from Arbaugh et al. (2008 as cited Lambert & Fisher, 2013).
• Each learner will only be eligible to participate in the survey once, regardless of how many courses in which they are enrolled.
• The established measurement instrument has been validated through various studies to analyze the relationships between the respective elements of the COI model and student success factors, as well as course design in online learning environments (Akyol, 2012; Alman, 2012; Breivik, 2016; Chao et al., 2016; Cui, Lockee, & Meng, 2013; Cunningham, 2015; Daspit & D’Souza, 2012; Garrison, Cleveland-Innes, & Fung, 2010; Gutiérrez-Santiuste, Rodrigues-Sabiote, & Gallego-Arrufat, 2015; Horzum, 2015; Kilic-Cakmak, Cebi & Kan, 2014). 2013).
• Ten $10 Amazon.com e-gift cards will be offered for learners who participate and wish to be included in the raffle after the survey closes. Learners who start but do not complete the survey will be eligible for the raffle if they chose to be included in it. Each learner will only be eligible to win one gift card.

Data Analysis Approach

• Descriptive statistics will reveal frequency tables, histograms and plots that allow data to be screened for missing or outlier data points, evaluated for statistical assumptions, as well as to analyze how the population sample represents the target population.
• Statistical analysis will be executed using SPSS software to test statistical assumptions for conducting multiple regression analysis, using COI survey data and archival data from the learning management system (LMS) regarding learners’ access to instructional media resources.
• Bivariate linear regression will be computed in order to determine what the relationship between NDI’s teaching presence and learners’ cognitive presence shows.
• Multiple linear regression analysis will determine whether a moderating relationship exists between the frequencies of use of instructional media resources and the predictive power of NDI’s teaching presence on learners’ cognitive presence.
• After electronically acknowledging informed consent, demographic data will be required that includes participant’s age, ethnicity, race, gender, academic level, number of prior courses taken at the university, technology comfort level and the types of instructional media resources the student encountered. This data will be reported as descriptive statistics.
• Within two weeks after the end of each academic term, user activity will be collected from archival data recorded in the learning management system to determine frequencies of online learners’ use of instructional media resources.

Evaluation Plan (not applicable here)

ASRS in aviation FAA

Topic/Title:        

Describe, in detail, ASRS.

To what agency/administration is an ASRS submitted?

How may FAA use the ASRS?

In what way or for what purpose is the FAA prohibited from using the ASRS?

What is/are your opinion(S) of the ASRS.

You may use quotes strongly, but DO NOT Copy- and PASTE!!! I am mostly interested in having you take this opportunity to become VERY familiar with the ASRS and then tell me what you\’ve learned

Category (Subject Area):       Aviation

Pages (Word Count):   2.2 Pages (550 Words)

Number of Sources:    

Referencing style:        MLA

The Tipping Point by Malcolm Galdwell

Work type:         Book/movie review

Format:                APA

Pages:   3 pages ( 825 words, Double spaced

Academic level:                Undergrad. (yrs 3-4)

Subject or discipline:      Nursing

Title:      Writer’s choice

Number of sources:        3

NUR 425 Book Review and Analysis Guideline

Submit a 2-3 -page book review and analysis onThe Tipping Point by Malcolm Galdwell.

The review shouldbe comprised of an introduction, summary of content, analysis and evaluation of the book, and conclusion.Due the 9^th week

Writing the review:

Once you have made your observations and assessments of the work under review, carefully survey your notes and attempt to unify your impression into a statement that will describe the purpose or thesis of your review. Then, outline the arguments that support your thesis. Your arguments should develop the thesis in a logical manner. That logic, unlike more standard academic writing, may initially emphasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if readers may be more interested in the work itself, you may want to make the work and the author more prominent; if you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review.

Then write an analysis on about how this book could or could not help in educating the public on health promotion and prevention. What follows is what you wanted me to review.

Introduction

Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience.

In general, you should include:

• The name of the author and the book title and the main theme.
• Relevant details about who the author is and where he/she stands in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter.
• The context of the book and/or your review. Placing your review in a framework that makes sense to your audience alerts readers to your “take” on the book. Perhaps you want to situate a book about the Cuban revolution in the context of Cold War rivalries between the United States and the Soviet Union. Another reviewer might want to consider the book in the framework of Latin American social movements. Your choice of context informs your argument.
• The thesis of the book. If you are reviewing fiction, this may be difficult since novels, plays, and short stories rarely have explicit arguments. Butidentifying the book’s particularnovelty, angle, or originality allows you to show what specific contribution the piece istrying to make.
• Your thesis about the book.

Summary of content

• This should be brief, as analysis takes priority. In the course of making your assessment,you’ll hopefully be backing up your assertions with concrete evidence from the book, sosome summary will be dispersed throughout other parts of the review.
• The necessary amount of summary also depends on your audience. Graduate students,beware! If you are writing book reviews for colleagues—to prepare for comprehensiveexams, for example—you may want to devote more attention to summarizing the book’scontents. If, on the other hand, your audience has already read the book—such as a classassignment on the same work—you may have more liberty to explore more subtle pointsand to emphasize your own argument.

Analysis and evaluation of the book

• Your analysis and evaluation should be organized into paragraphs that deal with how this book can or cannot not influence the public in health promotion or prevention. This arrangement can be challenging when your purpose is to consider the book as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly.
• You do not necessarily need to work chronologically through the book as you discuss it.Given the argument you want to make, you can organize your paragraphs more usefully by themes, methods, or other elements of the book.
• If you find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight.
• Avoid excessive quotation and give a specific page reference in parentheses when you do quote. Remember that you can state many of the author’s points in your own words.

Conclusion

• Sum up or restate your thesis or make the final judgment regarding the book. You should not introduce new evidence for your argument in the conclusion. You can, however, introduce new ideas that go beyond the book if they extend the logic of your own thesis.
• This paragraph needs to balance the book’s strengths and weaknesses in order to unify your evaluation. Did the body of your review have three negative paragraphs and one favorable one? What do they all add up to? The Writing Center’s handout on conclusions can help you make a final assessment.

In review

Finally, a few general considerations:

• Review the book in front of you, not the book you wish the author had written. You can and should point out shortcomings or failures, but don’t criticize the book for not being something it was never intended to be.
• With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review.
• Never hesitate to challenge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully.
• Try to present a balanced argument about the value of the book for its audience. You’re entitled—and sometimes obligated—to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author deserves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment.

Remember to write in APA 6^th edition format.  Don’t forget to send your paper through safe assign first. Papers are to be posted to Blackboard only in the correct forum for credit. Any late papers are subject to 10% deduction daily and after 3 days no papers will be accepted.

GRAND ILLUSION  film and Renoir

Work type:   Research paper

Format:         APA

Pages:            2 pages ( 550 words, Double spaced

Academic level:       Undergrad. (yrs 1-2)

Subject or discipline:         Cultural and Ethnic Studies

Title:   Writer’s choice

Number of sources:           0

Paper instructions:           

I am taking is French Cinema Cultural.

After reading on Jean Renoir and his films in the textbook and viewing the film GRAND ILLUSION by Jean Renoir, you write an essay on the film and Renoir.

Minimum pages is 2.

The questions are there to structure and guide you for the writing of the essay.

I have uploaded textbook, Assignment Instruction, slide and guidelines for writing

Assignment Instruction

Research on Jean Renoir. View LA GRANDE ILLUSION orRULES OF THE GAME by Renoir. (Questions posted on Moodle)                                                                    

Read: FRENCH CINEMA pp.95-136.. (Use the pages you need for France at the time and for Jean Renoir        

Watch YouTube https://www.youtube.com/watch?v=l63xhUUZOH8&feature=youtu.be                 

Write a paper on Renoir’s film selected.

 Research on France during WWII. Suggested viewing on that period: LAST METRO (by Truffaut, GOOD BYE CHILDREN by Louis Malle, HIROSHIMA MON AMOUR by Alain Resnais, FORBIDDEN GAMES by René Clément, LUCIE AUBRAC by Claude Berri, URANUS by Claude Berri, LA GRANDE VADROUILLE (Don’t Look We’re Being Shot) by Gérard Oury.

Play Video

LA GRANDE ILLUSION/ GRAND ILLUSION (1937  by Jean Renoir     with Jean Gabin, Pierre Fresnay and Eric Von Stroheim

Main characters: German ComanderRauffenstein

                        French Captain Boeldieu

                        Lieutenant  Marechal

                        Jewish prisoner Rosenthal

 Questions will help you gather information for the essay     

 Elsa &Lotte German farmer

1. Why this title? How do you interpret it?

2. How is society represented in the film?

3. What message about war does the film convey? Explain.

4. What role do languages play?

5. Do national boundaries exist? Illustrate with a scene in the movie.

6. What conclusion do you draw about Jean Renoir and what do you    know about him?

Guideline for Writing Essay

COURSE LEARNING OUTCOMES: Students will

*understand the evolution of French cinema and develop critical thinking in analyzing the films and comparing with Hollywood movies. (PLOs 2 & 4)

*experience the art of cinema itself and how it represents French society and culture , comparing with the U.S (PLOs 3 & 4)

*learn the French language by viewing the films.(PLOs 1 & 5)

The first pages of each chapter of the textbook are mandatory. They inform on the social, political and cultural background of the specific period in France. The rest of the chapter is to be used for support on the films viewed and the directors studied.                             

What are the benefits and risks of grandparents parenting grandchildren?

Work type:          Discussion Essay

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 3-4)

Subject or discipline:   Nursing

Title: Week 4 Discussion

Number of sources:     2

Paper instructions:     

What are the benefits and risks of grandparents parenting grandchildren?

Answer the question above.

Use APA format

Avoid Plagiarism

the state of the American family

Work type:          Discussion Essay

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 3-4)

Subject or discipline:   Nursing

Title: Writer’s choice

Number of sources:     2

Paper instructions:     

Write a 1-page essay on the state of the American family. How do you think families are doing in our country. Support your opinion.

IN3006: Creating Your Personal Nursing Legacy

Assessment Template

When one thinks about a legacy, he or she could interpret that in a variety of ways. It is often thought of as monetary sum that is written into a will or as an heirloom passed down through generations. A legacy can also be thought of as a set of actions and activities that makes a company, a profession, or even a country a better or more productive place. Pamela Hind et al., define a nursing legacy as “a plan to contribute knowledge, practice changes, or other aspects of healthcare to benefit those who receive nursing care (2014).” A nursing legacy, in essence, is what a nurse intends to improve within the healthcare field.

In this assessment, you will answer a series of question in an effort to identify and work toward a legacy of your own. You will consider those topics and issues that you feel most passionate about as well as those social actions you are willing to work toward. Social action, which includes the steps you take toward improving something that you feel is wrong in our society and introducing new ideas and processes, is a large part of drafting a declared legacy.

	Determining Your Declared Legacy
1.	Describe at least two professional nursing organizations you are affiliated with or hope to be affiliated with in the future. Include professional organizations that pertain to nursing or health, nursing and honors fraternities, and any other organized group that works toward the betterment of nursing as a whole.
2.	Assess two areas of your nursing practice that you would like to improve upon. For example, you might like to increase your confidence when making decisions about patient care, or you may want to improve upon your patient education–related skills.
3.	Analyze what social action or improvement of human and/or social conditions you would like to be best known for by others. Consider the topics or issues that motivate you, and think about those areas within your specialty that might need improvement. For example, perhaps you are very passionate about lowering readmissions by making sound recommendations and helping patients follow through on their continuing care.
4.	Based on your answers to these questions, develop a “declared legacy” statement. Consider how you can use those things that you would like to improve upon along with your passions in nursing to improve healthcare overall. For example, you could declare that your legacy will be to “increase knowledge and confidence among fellow nurses to make efficient and effective decisions in patient care as well as to recommend reasonable and meaningful follow-up care.”
	Moving Toward Your Declared Legacy
5.	Evaluate what you have done or are doing that will make a direct or indirect contribution to your legacy. Include all experiences, engagements in different projects and professional memberships. Your résumé is a good starting point for this activity.
6.	Develop three short-term goals (in the next 2years) that will lead you toward your declared legacy. (e.g., completing your BSN,joining a professional organization or association,volunteering in your community,etc.) Refer to the SMART goals template for assistance in writing specific and meaningful goals. (https://academicguides.waldenu.edu/academic-skills-center/skills/smart-goals)
7.	Develop three long-term goals (in the next 5years) that will lead you toward your declared legacy. (e.g., completing your MSN,leading on a board of a professional organization or association, etc.) Refer to the SMART goals template for assistance in writing specific and meaningful goals.(https://academicguides.waldenu.edu/academic-skills-center/skills/smart-goals)
8.	Analyze at least two current career activities that challenge your ability to achieve your declared legacy. Analyze ways that one or more competing activities could be ended, handed off to another person, or done differently to reduce the time required for a competing activity, and explain your plan to follow through on this.
	Mapping Out Your Legacy
	Design a concept map of your declared legacy and the steps you are taking and plan to take to achieve it. Your concept map should be based on the model shown in the Pamela Hinds article found in your resources. Include your answers to the previous questions in your concept map along with any other steps in achieving your declared legacy.The minimum requirements for this project are as follows: one declared legacy, three contributions toward your legacy, three short-term goals, three long-term goals, and two activities to discontinue or reduce.Your concept map can be made using any program that you have available or using this template. Feel free to add or delete boxes and lines, change the formatting, color, or shapes. You may also create a free-hand map, but ensure that it is presented professionally and clearly. The following resource is just one of the many online tools that you may choose to use:Mindmup. (n.d.). https://www.mindmup.com/#storageYour legacy map should reflect your own personal style and can include any applicable photos or graphics.

Principles of evidence-based practice for youth violence prevention

Review

Watch the video, Principles of evidence-based practice for youth violence prevention (opens in new window) (00:30:50). 

Respond

This week, you presented your community action plan to at least one other person and recorded yourself giving this presentation for your assignment submission.

1. Share whom you selected as your audience members and why.
2. Describe your experience setting up your presentation plan, the location you presented, time of day, forum, etc.
3. What things went well with your planning?
4. What are some of the changes that you might make and things you learned that you will use before planning your next community presentation?

Discussion Requirements

• Initial Posts: 250-300 words
  • APA formatted references in posts 

The Role of Public Health Informatics in Enhancing Public Health Surveillance

Review

Complete the assigned readings and the following resources to prepare for this discussion.

• The Role of Public Health Informatics in Enhancing Public Health Surveillance (opens in new window) 
• Stepwise Development of a Text Messaging-Based Bullying Prevention Program for Middle School Students (BullyDown) (opens in new window)

Respond 

Technology is an important aspect of modern society, and using appropriate technology in your research will help increase relevance, as well as the importance of potential outcomes. Examples of technology used in modern public health research include GIS (geographic information system), social media, and health informatics. 

• How do you plan to incorporate technology into your research proposal? Are you or could you be using an innovative technology?
• What are merits and shortcomings to consider when incorporating technology into your research?
• What are some ethical considerations to address in terms of data security and human subject protection?

Discussion Requirements

• Initial Posts: 250-300 words
  • APA formatted references in posts

Ethical Dilemmas in Sampling

Review

Complete the assigned readings and review the following resource to prepare for this discussion.

• Ethical Dilemmas in Sampling [DOWNLOAD]
• A Common Cause: Faith-Based Organizations and Promoting Access to Family Planning in the Developing World (opens in new window) 

Respond 

There have been many instances of unethical practices in health-related research such as the infamous Tuskegee syphilis study. Sampling strategy, which includes sample selection, recruitment approach, and incentives offered, is an aspect of research planning that can be fraught with ethical dilemmas. Also, implementing health promotion programs on topics such as family planning or pregnancy prevention can be sensitive in religious settings. 

• What ethical dilemmas might you, as a researcher, anticipate given your selected research topic? 
• How do these ethical dilemmas manifest in faith-based settings?

Discussion Requirements

• Initial Posts: 250-300 words
  • APA formatted references in posts