Vol. 35 No. 2 (2020)
Research Articles

Evaluating Teaching Presence In An Online Nursing Course: Proposing a New Taxonomy

Micah Baker
University of Utah Health
Stephanie Richardson
Rocky Mountain University of Health Professions
Fernando Rubio

Published 2020-12-18

How to Cite

Baker, M., Richardson, S. ., & Rubio, F. (2020). Evaluating Teaching Presence In An Online Nursing Course: Proposing a New Taxonomy. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 35(2). Retrieved from https://ijede.ca/index.php/jde/article/view/1178


Teaching presence has been considered crucial in the success of distance education since its inception. In online courses the role of teaching presence has received significant attention within the Community of Inquiry framework since Anderson, Rourke, Garrison and Archer (2001) defined a set of categories that constitute teaching presence and proposed a tool to assess them. However, there has been limited research addressing whether the instrument proposed by Anderson et al. adequately captures course- or discipline-specific features and whether the inherent characteristics of certain disciplines may result in different instantiations of teaching presence.

In this article, we describe how the teaching philosophy that permeated an online nursing course determined how teaching presence emerged in the course. We describe the application of Anderson et al.’s (2001) framework to the analysis of the interactions in the course and the modifications to the original coding scheme that resulted from the analysis.

Keywords: teaching presence, online learning, Community of Inquiry, graduate Nursing online courses, qualitative method, CoI taxonomy