A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The consistent course layout of a program-wide template offered cross-course familiarity that supported the Learner Intentions quality of learner presence and produced high ratings for course organization. → Honig 2021
Evidence¶
Honig 2021¶
Honig, C.A. & Salmon, D. (2021). Learner presence matters: A learner-centered exploration into the community of inquiry framework. Online Learning, 25(2), 95-119. https://doi.org/10.24059/olj.v25i2.2237
q2 · i? · qualitative · r?
Authors' interpretation of combined survey and interview data from the MBA study. The template provided "specially designed pages for learning goals, activity instructions, due dates, and grading turnaround times" and was described as a high-impact design approach.
"The consistent course layout offered cross-course familiarity (a component of Learner Intentions) via specially designed pages for learning goals, activity instructions, due dates, and grading turnaround times. This was a high -impact design approach for an accelerated MBA Program, and it produced high ratings for course organization."
Discussion¶
Related Claims¶
- Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — the general claim this finding bears on, with the studies behind it
- CoI survey ratings reveal uneven presence profiles: course organization and exploration rated highest while most facilitation items and three cognitive-presence items (curiosity, reflection, testing and applying knowledge) rated below 4.0 — related
- Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring — related
- Students in an accelerated online MBA program experience their courses as a community of inquiry, with all three CoI presences rated above 4.0 on a 5-point scale — related
- Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
course-template-supports-learner-presence |
title |
A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses |
description |
A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — honig-2021 |
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