Online and Face-To-Face Learning

With more-and-more collegiate students taking courses online questions remain regarding how instructors can best deliver their materials. Dr. Bentz''s research takes the unique double comparative approach by exploring both teaching presence and instructor satisfaction from a large sample of students taking an introductory Food Science course from one professor who teaches these students both online and face-to-face simultaneously. Within this research Bentz validates the use of Shea P. Fredericksn E. Picket A. & Pelz W.''s (2003) Online Teaching and Learning Questionnaire within face-to-face learning environments as he broadens the research landscape surrounding the Community of Inquiry Model. His compelling findings demonstrate here that courses with large populations taught both online and face- to-face by one single instructor suggest that student perceptions do not show high regard for their instructor''s teaching immediacy behaviors or of their satisfaction with the instructor''s overall teaching performance.