Undergraduate Business Students Perceptions of Teaching Presence in Online Business Courses

Authors

  • Lacey R. Finley Park University

Keywords:

Teaching presence, Business education, Online education, Higher education, Student perceptions

Abstract

With the largest portion of online course enrollment being comprised of undergraduate business students, a greater need to understand the impact of Teaching Presence in the online classroom emerged. This case study explored how undergraduate business students perceive Teaching Presence in online business courses, what components of Teaching Presence undergraduate business students find most valuable, and how exemplary Teaching Presence is demonstrated. Research questions were: How do undergraduate business students perceive Teaching Presence in online courses? What Teaching Presence components do undergraduate business students find valuable in online courses? How do exemplary undergraduate online business course faculty demonstrate Teaching Presence in online instruction? Using qualitative research methods, data was collected through semi-structured in-depth interviews, and review of documents and observational data provided by the student-nominated business faculty members. Results expanded the knowledge base of student’s perceptions of Teaching
Presence in online business courses with an emphasis on course design, facilitation and direct instruction. Additionally, results shaped the Teaching Presence Model Online Business Course Guidelines.

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Published

2019-06-01

How to Cite

Finley, L. R. (2019). Undergraduate Business Students Perceptions of Teaching Presence in Online Business Courses. Journal of Research In Business Education, 59(2), 64-83. https://jrbe.nbea.org/index.php/jrbe/article/view/29

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