在线课程教学临场感的建构机制与优化路径研究——基于CoI理论视角

Research on the Construction Mechanism and Optimization Path of Teaching Presence in Online Courses—From the Perspective of Community of Inquiry Theory

摘要: 高等教育数字化转型背景下，在线教学已从应急之举走向常态化发展。然而，物理空间的隔离导致师生心理距离扩大，教学质量面临“在场性”危机。本研究基于探究社区理论视角，系统分析了在线课程教学临场感的三维建构机制：教学设计与组织作为结构奠基，为临场感生成提供预设基础；促进对话作为互动生成的核心枢纽，连接社会临场感与认知临场感；直接指导则发挥支架支撑作用，保障学习深度。研究发现，当前在线课程教学临场感建构面临技术复刻误区、课堂氛围缺失及技术异化等现实困境。基于此，本研究提出生成式AI时代教学临场感的重构路径，包括多智能体协同交互的教学应用、教师角色从知识传授者向学习体验设计师的转型，以及建立以临场感为核心的在线课程质量评价新指标。研究为高校在线课程质量提升提供了理论参照与实践指引。

Abstract: Against the background of digital transformation in higher education, online teaching has evolved from an emergency response to normalized development. However, the physical isolation has led to an expanded psychological distance between teachers and students, posing a crisis of “presence” in teaching quality. Based on the Community of Inquiry theory, this study systematically analyzes the three-dimensional construction mechanism of teaching presence in online courses: instructional design and organization serve as the structural foundation, providing a preset basis for the generation of teaching presence; facilitating discourse acts as the core hub of interactive generation, connecting social presence and cognitive presence; and direct instruction plays a scaffolding role to ensure learning depth. The study finds that the current construction of teaching presence in online courses faces practical dilemmas including the misconception of technological replication, the absence of classroom atmosphere, and technological alienation. Accordingly, this study proposes reconstruction paths for teaching presence in the era of generative AI, including the pedagogical application of multi-agent collaborative interaction, the transformation of teachers’ roles from knowledge transmitters to learning experience designers, and the establishment of new evaluation indicators for online course quality centered on teaching presence. The research provides theoretical reference and practical guidance for improving the quality of online courses in universities.