Investigating Students' Perceived Presence in the Delivery Course

The delivery course enables students in rural schools in China to enjoy high-quality education resources as well as urban students. As in online learning, there is a lack of students' perceived presence in the delivery course. In this study, six teachers and their students in the delivery course were surveyed, interviewed and observed to explore the relevant factors that influence the students' perceived presence. The results showed that there was a significant positive correlation between the students' perceived presence and the teacher's experience, and a significant negative correlation with the grade. When the class size was between 10 and 20, the students' perceived presence was the highest. The students' perceived presence had no significant correlation with the students' gender and discipline. Based on the data of interviews and observations, this study also summarized three strategies to develop students' perceived presence.