An Empirical Study Of Teaching Presence In In-service Teachers' E-learning Courses

Since the 21^st century,there are many problems emerging and are becoming increasingly prominent as the development of e-learning.However,teaching presence,put forward to understand and systematically solve e-learning problems,haven't yet reached its full potential.Therefore,based on the literature research on teaching presence,this study systematically research the teaching presence in K-12 teacher online learning course from subjective and objective perspectives.In the literature research section,this study firstly visualizes teaching presence by the method of mapping knowledge domains,analyzes and compares research topics and focuses on teaching presence at home and broad by knowledge graph.And based on this,this study reviews definition,composition,effect and measuring methods of teaching presence.From the subjective perspective,this study issues and collects 19284 valid surveys in teacher online training course in S city.Data analysis shows that teaching presence consists of 14 indicators,such as presenting learning topic,composed by learning design,learning intervention and learning organization.And the perception of teaching presence is influenced by 7 demographic variables?ex.work load?and 3 variables of course property?ex.course duration?.The perception of teaching presence has significantly and positively influence the teachers'e-learning effect,and the perception,coupled with the demographic variables and course property variables,have a significant influence on the assessment of course learning experience or course learning performance by learners.And the further analysis demonstrates that learning design is the most influenced variable to the self-assessment of course learning experience,while learning intervention is the most significant variable to the assessment of course learning performance.From the objective perspective,content analysis is used to study the 220 online training courses in S city.The data analysis demonstrates the characteristic of courses which have better perception of teaching presence.From the design of learning,the course should have a function for learning navigation,and the design of learning topic,learning objective and learning strategies should be clear and standardized,while the design of learning activity should be problem or project oriented.From the intervent io n of learning,the tutoring strategies,such as Q&A,encouraging,summary and bullet in,contribute to the construction of learning atmosphere,the focus of learning content and learning task.From the organization of learning,image-text and video is the main media for learning,the printed books and digital documents are the primary resource for further learning,and the arrangement and notification of learning also should be clear and concise.At the end,the value and the limitations of this study,3 suggestions of further studies are provided based on these conclusion.