Abstract The current meta-analysis examined the relationship between student outcomes and teaching presence, and its three sub-dimensions (i.e., design and organization, facilitation, and direct instruction) and identified the conditions that moderate the strength of the relationships. We retrieved 82 independent and dependent effect sizes from 30 studies. The results revealed (a) a moderately strong correlation between teaching presence and perceived learning (r = 0.602, k = 23) and teaching presence and satisfaction (r = 0.59, k = 26); (b) a large variation among correlations (96.24% for perceived learning and 95.31% for satisfaction) indicating systematic differences among all of the correlations because of the differences in online course settings; (c) the target audience of the course and course length as moderators of the strength of the teaching presence-perceived learning relationship; and (d) the course length, disciplinary area, and teaching presence scale as moderators of the teaching presence-satisfaction relationship. The results also indicated that each dimension of teaching presence individually predicts student outcomes in fully online courses. Taken together, this meta-analysis provides further insights into how teaching presence relates to student outcomes by looking at these relationships across contexts, disciplinary areas, and measures which has implications for online course design and facilitation. Research and practical implications are discussed.

中文翻译：

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关于教学存在与学生满意度和学习之间关系的元分析

摘要 当前的荟萃分析检查了学生成果与教学存在及其三个子维度（即设计和组织、促进和直接教学）之间的关系，并确定了缓和关系强度的条件。我们从 30 项研究中检索了 82 个独立和依赖效应量。结果显示 (a) 教学存在感和感知学习 (r = 0.602, k = 23) 与教学存在感和满意度 (r = 0.59, k = 26) 之间存在中等强相关性；(b) 相关性之间的巨大差异（感知学习为 96.24%，满意度为 95.31%）表明由于在线课程设置的差异，所有相关性之间存在系统差异；(c) 课程的目标受众和课程长度作为教学存在感知学习关系强度的调节器；(d) 课程长度、学科领域和教学存在量表作为教学存在-满意度关系的调节因素。结果还表明，教学存在的每个维度都可以单独预测学生在完全在线课程中的成绩。综上所述，这项荟萃分析通过跨背景、学科领域和对在线课程设计和促进有影响的措施来研究这些关系，提供了关于教学存在如何与学生成果相关的进一步见解。讨论了研究和实际意义。教学存在量表作为教学存在-满意度关系的调节因子。结果还表明，教学存在的每个维度都可以单独预测学生在完全在线课程中的成绩。综上所述，这项荟萃分析通过跨背景、学科领域和对在线课程设计和促进有影响的措施来研究这些关系，提供了关于教学存在如何与学生成果相关的进一步见解。讨论了研究和实际意义。教学存在量表作为教学存在-满意度关系的调节因子。结果还表明，教学存在的每个维度都可以单独预测学生在完全在线课程中的成绩。综上所述，这项荟萃分析通过跨背景、学科领域和对在线课程设计和促进有影响的措施来研究这些关系，提供了关于教学存在如何与学生成果相关的进一步见解。讨论了研究和实际意义。通过跨上下文、学科领域和对在线课程设计和促进有影响的措施，这项元分析提供了关于教学存在如何与学生成果相关的进一步见解。讨论了研究和实际意义。通过跨上下文、学科领域和对在线课程设计和促进有影响的措施，这一元分析提供了关于教学存在如何与学生成果相关的进一步见解。讨论了研究和实际意义。