Teaching Presence and Communication Timeliness in Asynchronous Online Courses

Abstract

This study examined student perceptions of teaching presence and communication timeliness in asynchronous online courses. Garrison, Anderson, and Archer's (2000) community of inquiry model provided the framework for the survey research methodology used. Participants were 59 student volunteers taking 1 or more asynchronous online graduate courses. Communication data showed the instructor mean communication timeliness for each of the 7 course groups. Five courses had a neutral level of perceived teaching presence, and 2 courses had a perceived teaching presence mean higher than the neutral range. The 2 classes with the greatest amount of time elapsing between communications also had the lowest mean teaching presence scores. Findings suggest further research regarding teaching presence and communication timeliness is warranted.