The Effect Of Teaching Presence On Learner Satisfaction In Blended Courses

With the rapid development of modern information technology,the field of education has gradually entered a new information age.In 2019,the Ministry of Education’s "Implementation Opinions on the Construction of First-Class Undergraduate Courses" pointed out that blended courses need to arrange 20%-50%of teaching time to implement students’ online self-learning,and organically combine offline teaching to carry out flipped classrooms and blended teaching.Blended teaching has become an important trend in the development of education and teaching.However,the lack of "social attributes" of online teaching makes it easy for learners to feel lonely,which greatly affects students’ learning experience and satisfaction.Teaching presence can make learners feel the teacher’s meticulous learning support and teaching arrangements,and it is an effective form to improve learners’ learning experience.At the same time,learner satisfaction,as an important factor to measure the quality of teaching,is the key to affect the learning experience and learning effect.Therefore,by exploring the strength of teaching presence in blended courses and analyzing the impact of teaching presence on learner satisfaction,it has certain theoretical value and practical significance for guiding the strategies and methods of online teaching in blended courses.Taking teaching presence and learner satisfaction as research variables,this study defines the concepts of blended course,teaching presence and learner satisfaction by analyzing relevant literature at home and abroad.Using the theoretical basis of Co I theory and PST theory,summarize the core elements,structural framework and indicators of teaching presence.On this basis,through the analysis of the nature and types of courses,this study selects three typical blended courses,and uses questionnaire survey and interview methods to evaluate learners’ perception of teaching presence and their satisfaction with course learning.A survey was conducted,and SPSS 24.0 was used for statistical analysis of the survey data.Combined with the interview results,the influence of teaching presence on learners’ satisfaction was discussed.The research draws the following conclusions: 1.With the support of the theoretical framework of teaching presence,learners’ perception of teaching presence and their satisfaction with course learning in the blended courses are at a high level.2.The relationship between teaching presence and its dimensions（design and organization,facilitating dialogue,direct guidance,and technical support）is significantly and positively correlated with learner satisfaction,and teaching presence and its dimensions have explanatory power on learner satisfaction,and they are significant predictors of learner satisfaction.Finally,this study summarizes the teaching strategies of the online link of the blended courses and the suggestions for improving the learning satisfaction of the course from four aspects: optimizing curriculum design organization,stimulating learning interest,strengthening high-quality dialogue,promoting deep learning,moderate teacher guidance,promoting knowledge sharing,improving technical support,and optimizing teaching methods.