The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.

The Importance of Teaching Students How to Read to Comprehend Mathematical Language

In this action research study of my classroom of 8th and 9th grade Algebra I students, I investigated if there are any benefits for the students in my class to learn how to read, translate, use, and understand the mathematical language found daily in their math lessons. I discovered that daily use and practice of the mathematical language in both written and verbal form, by not only me but by my students as well, improved their understanding of the textbook instructions, increased their vocabulary and also increased their understanding of their math lessons. I also found that my students remembered the mathematical material better with constant use of mathematical language and terms. As a result of this research, I plan to continue stressing the use of mathematical language and vocabulary in my classroom and will try to develop new ways to help students to read, understand, and remember mathematical language they find daily in their textbooks.

Making Learning Visible: Peer Review and the Scholarship of Teaching

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

METHODS OF CONTROLLING COYOTES, BOBCATS, AND FOXES

In reviewing methods of predator control, it would first seem appropriate to define what is meant "by "methods" and what is meant by "control." Taking the last term first, control, as applied to the predatory coyotes, bobcats, and foxes, may be defined as regulating the numbers of these animals to the point where the economic losses for which they are responsible will be reduced to a practicable minimum. In some situations, area control, i.e., limiting the numbers of the offending predator over wide areas, may be necessary for satisfactory reduction of economic losses; in other situations, spot control or localized reduction of numbers of a certain predator may be called for; in still other situations, elimination of an individual animal may be all the control that is needed. In no sense is control, as applied to coyotes, bobcats, and foxes, intended to mean extermi¬nation of a species. The term "methods" is interpreted as meaning the procedures employed against coyotes, bobcats, and foxes, and not the broader systems of predator control such as the paid hunter system, the extension system, or the much-discredited bounty system. For an excellent review of the systems of predator control, see Latham (l).

METHODS OF CONTROLLING STARLINGS AND BLACKBIRDS

Most people have accepted the fact that all living things can be beneficial to mankind in some way or other. This is especially true of our wild birds, since they provide enjoyment and wholesome recreation for most of us, regardless of whether we live on farms or in the city. But despite the fact that wild birds are for the most part beneficial, at times individuals or populations of certain species can seriously affect man's interests. When such situations occur, some measures of relief are desirable and usually eagerly sought. This report is not intended to answer all the questions that may arise concerning problems with blackbirds and starlings; instead, it is merely a summary of measures used to protect agricultural crops from these birds.

Chicana, Indian and Sudanese Perspectives of Teaching in the Academy: Three Levels of Experience in the Teaching-Learning and Social Environment

“Women of color from any culture or country face additional barriers in predominantly white institutions. This panel presents perspectives and experiences of three women from three cultures and three different levels of academia—a Chicana Latino visiting professor, a graduate teaching assistant from India, and a Sudanese graduate research assistant.”