Evaluating the Effectiveness of Teachers’ Teaching Presence in Online Learning Communities in Pakistan

Abstract

This study evaluates the effectiveness of teachers’ teaching presence in Online Learning Communities (OLCs), focusing on their role in facilitating and organizing learning activities. Using a sequential exploratory mixed methods design, Phase 1 involved 13 in-depth interviews with staff and administrators based on the Community of Inquiry (CoI) model. Phase 2 used survey data from 607 participants (101 paid, 506 unpaid) selected through stratified random sampling across six OLCs. Findings reveal strong teacher engagement but highlight gaps in facilitation and instructional design. The study underscores the need for structured facilitation strategies, interactive pedagogy, and well-designed activities to enhance student engagement and higher-order thinking. By identifying key areas for improvement, it offers practical insights for educators and administrators to refine instructional approaches, fostering more effective and student-centered online learning environments.