ORCID

0009-0007-6633-5478

Keywords

Anxiety, Online Learning, Social Presence, Teaching Presence, Cognitive Presence, Mixed Methods, Teacher Education

Abstract

Anxiety is a growing concern across university campuses. University students with anxiety are more likely to experience poor academic performance, disengagement, and attrition in their courses. Anxiety levels among online students can be significant and often more pronounced in online learning environments compared to traditional classroom settings. This dissertation aimed to examine the correlation between anxiety and online courses. Grounded in the Community of Inquiry (CoI) framework and its subscales, Teaching Presence, Social Presence, and Cognitive Presence, the aim was to understand how these elements correlate with state and trait anxiety in online courses. This mixed-methods study took quantitative data from a shortened State-Trait Anxiety Inventory (STAI) and the CoI instrument, along with qualitative insights from open-ended questions. Quantitative results showed trait anxiety has a positive correlation with Teaching Presence, indicating that higher levels of Teaching Presence are associated with increased levels of anxiety. The results showed that anxiety has a negative correlation with Social Presence, suggesting that higher levels of Social Presence are associated with decreased levels of anxiety. Qualitative results revealed that clear instructions, timely feedback, and well-structured course design correlate with reduced anxiety, and a lack of social interaction and support correlates with higher anxiety. This study aims to highlight the importance of fostering a supportive and engaging online learning environment to mitigate anxiety and enhance student well-being and academic success. It intends to provide insights for instructors, instructional designers, and educational institutions to create better online learning environments that support the mental health of university students.

Completion Date

2024

Semester

Fall

Committee Chair

Glenda Gunter, PhD

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum & Instruction, EdD: Instructional Design and Technology

Format

PDF

Identifier

DP0028999

Language

English

Release Date

12-15-2024

Access Status

Dissertation

Campus Location

Orlando (Main) Campus

Accessibility Status

PDF accessibility verified using Adobe Acrobat Pro Accessibility Checker

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