Student’s perception of teaching presence and failure in online learning

Abstract

Canadian post-secondary institutions have made strides in assessing and evaluating the contributing factors to an effective online learning environment that engenders student success. Central to this effort, is the role of the instructor and the importance of teaching presence in an online learning environment. This mixed methods study explores the students’ perspective of teaching presence and how it impacts their online learning experience, primarily where the student has experienced a failed grade. The Community of Inquiry (CoI) teaching presence instrument was utilized in conducting a survey with a post-secondary level online student population. The study’s results indicated that there was a perceived relationship between teaching presence and failure in online learning and therefore, it is vital for teaching presence to be incorporated into the instructional design and delivery of online learning.