Development and validation of the online instructor presence scale
Assessing the dimensions of online teaching
Bibliographic Data
| ID | 21297312 |
|---|---|
| Authors | Joseph Appianing (0000-0002-4439-9936, Department of Educational Foundations University of Education, Winneba Winneba Ghana, corresponding author), Frank Quansah (0000-0002-4580-0939, Department of Educational Foundations University of Education, Winneba Winneba Ghana), Roger Amoako (0009-0001-1362-5646, Department of Educational Foundations University of Education, Winneba Winneba Ghana), Godwin Owusu Frimpong (Department of Educational Foundations University of Education, Winneba Winneba Ghana) |
| Year | 2026 |
| Volume | 57 |
| Issue | 1 |
| Pages | 204-226 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.70003 |
| OpenAlex | W4413177533 |
| Language | EN |
| Citations received | 2 |
| References cited | 51 |
The literature on online presence suggests critical presences that an instructor must create in order to provide a comprehensive educational experience for the online learner. However, available validated research instruments have limitations in terms of assessing the nature and extent of instructors' presence in the online learning landscape. This study developed and validated an instrument for assessing instructor presence in an online learning environment. Four hundred and four students (285 men and 119 women) from a Ghanaian university, enrolled in various master's degree programmes during the 2021–2022 academic year, participated in the study. Based on the literature and expert consultations, we administered generated items to the students, adhering to the rudiments of the factor analytical framework (i.e., exploratory and confirmatory factor analyses). The factor analytical procedures produced 37 items that corresponded to four well‐validated and reliable factors: teaching presence (10 items, α = 0.92), cognitive presence (8 items, α = 0.91), social presence (9 items, α = 0.91) and emotional presence (10 items, α = 0.93). Gender measurement invariance was confirmed. Future studies can use the Online Instructor Presence Scale as a standardised tool to assess instructor presence in an online learning environment. Practitioner notes What is already known about this topic Instructor presence is increasingly recognised as a crucial factor in enhancing student learning, motivation and satisfaction in online learning. Research indicates four types of instructor presence: teaching, cognitive, social and emotional presence. Instructor presence has been expressed in terms of instructor's activities, instructor–student interactions and participation. Available validated research instruments have limitations in assessing the nature and extent of instructors' presence in the online landscape. What this paper adds Develops and validates an online instructor presence scale (OIPS) to assess instructor presence through the lens of postgraduate students. The OIPS examines all four dimensions of instructor presence, surpassing previous instruments that focused on one to three dimensions. Confirms gender measurement invariance, indicating that the OIPS operates similarly for both genders. Implications for practice and/or policy Stakeholders in education can use the OIPS to assess instructors' ability to create an online presence in virtual learning. Researchers can use the OIPS to assess students' perceptions of how instructors create presence in an online learning environment. The OIPS offers a platform for instructors, administrators and instructional designers to evaluate the institution's online teaching and learning activities. Instructors can foster effective learning and intellectual communities by cultivating the four types of presence
Mathematics education · Online Teaching · Scale (ratio) · Communication in Education and Healthcare · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Adaptation and psychometric validation of the DigComp 2.2-based perceptions questionnaire on digital competence among pre-service teachers in Ghana
Exploring Instructors' Online Class Attendance, Teaching Behaviours and Assessment Practices During the Emergency Remote Teaching Period in a Ghanaian University
Scale Development
Social presence in relation to students' satisfaction and learning in the online environment
The Influences of Emotion on Learning and Memory
Critical Inquiry in a Text-Based Environment
Emotional presence, learning, and the online learning environment
Exploring causal relationships among teaching, cognitive and social presence
Developing a community of inquiry instrument
The first decade of the community of inquiry framework
Factor Analysis as a Tool for Survey Analysis
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Measuring social presence in online-based learning
Learning presence within the Community of Inquiry framework
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework
Gender digital health literacy gap across age
Exploratory Factor Analysis With Small Sample Sizes
The digital divide within the women’s movement in Ghana
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |