Abstract
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Effectively using teaching assistants is one strategy that can enhance engagement in a Community of Inquiry. Aims of this pilot study were to determine 1) if standardized guidelines for teaching assistants improved student perceptions of the Community of Inquiry and 2) faculty satisfaction and intent to use the guidelines after study completion.
A two-phase approach using the Community of Inquiry survey and open-ended questions assessed student perceptions of online learning and teaching assistant performance. Phase 1 data were used to develop teaching assistant guidelines. The guidelines were implemented in phase 2, and the survey was repeated. Faculty perceptions of the guidelines were ascertained through a separate survey. Descriptive and bivariate statistics measured quantitative data. Narrative analysis and NVivo software explored open-ended items.
Students surveyed in Phase 1 reported positive perceptions of the Community of Inquiry on a 5-point Likert Scale (with 1 indicating strongly agree ad 2 indicating agree). Phase 2 revealed students maintained positive perceptions of the Community of Inquiry however they were less positive than Phase 1. T-tests indicated no improvement in student perceptions after guideline implementation. Student concerns regarding teaching assistant's performance were consistent in both phases. The faculty found guidelines helpful and intended to use them in the future.
Student perceptions of Community of Inquiry in courses utilizing guidelines were less positive than students taking classes without guidelines. Multifactorial issues, mainly COVID-19, impacted survey participation, engagement, and implementation of guidelines. Despite this, findings led faculty to determine best practices for teaching assistants in accelerated online courses.