Results 1 - 10
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189
On the Nature and Development of Social Presence in Online Course Discussions
- JOURNAL OF ASYNCHRONOUS LEARNING NETWORKS
, 2003
"... “Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater ..."
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Cited by 68 (2 self)
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“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions, and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.
Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning and
- Technology
, 2003
"... Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of a ..."
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Cited by 39 (1 self)
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Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of any pedagogy which assumes that good learning is collaborative and that understanding comes through modeling, participation in, and reaction to the behaviors and thoughts of others. This study was conducted with the following objectives: (a) to analyze the patterns and types of collaborative interactions taking place in three online classes; and (b) to use these findings as a guide in the design of instructional interventions. Our goal is to understand the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses. We used Garrison, Anderson, and Archer's (2001) "practical inquiry " model as a framework for the study. Without instructors' explicit guidance and "teaching presence, " students were found to engage primarily in "serial monologues. " Based on the findings, we propose three intervention strategies that may help
Online interaction impacts on learning: Teaching the teachers to teach online
- Australasian Journal of Educational Technology
, 2004
"... This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of inno ..."
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Cited by 38 (0 self)
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This paper explores the importance of interaction in the online teaching environment and the important role of staff development in developing teacher presence online. Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made.
Developing learning community in online asynchronous college courses: The role of teaching presence
- Journal of
, 2005
"... This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, ..."
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Cited by 34 (3 self)
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This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “presence. ” In this paper we focus on two components—teaching presence and community—and review the rationale and benefits for an emphasis on community in online learning environments. We argue that learning is social in nature and that online learning environments can be designed to reflect and leverage the social nature of learning. We suggest that previous research points to the critical role that community can play in building and sustaining productive learning and that teaching presence, defined as the core roles of the online instructor, is among the most promising mechanism for developing online learning community. We present a multi-institutional study of 2,036 students across thirty-two different colleges that supports this claim and provides insight into the relationship between online learning community and teaching presence. Factor and regression analysis indicate a significant link between students ’ sense of
A study of students‟ sense of learning community in online environments
- The Journal of Asnychronous Learning Networks
, 2006
"... This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the eff ..."
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Cited by 23 (0 self)
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This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners ’ sense of community and it is concluded through factor and regression analysis that elements of the Community of Inquiry model [1]—specifically learners ’ recognition of effective “directed facilitation ” and effective instructional design and organization on the part of their instructor contributes to their sense of shared purpose, trust, connectedness, and learning—core elements of a community of learners. Gender also appears to play a small role in students ’ sense of learning community with female students reporting higher levels than their male classmates. Implications for online learning environments design are discussed.
Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher
- Instructional Science
, 2007
"... Abstract. The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enric ..."
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Cited by 20 (0 self)
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Abstract. The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher’s personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investi-gating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.
Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses? Arbaugh Benbunan-Fich
- Information & Management
, 2006
"... While Garrison and colleagues ’ (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers, it has yet to be subjected to extensive quantitative verification or tested for external validity. Using a sample of students from 55 online MBA courses, ..."
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Cited by 19 (0 self)
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While Garrison and colleagues ’ (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers, it has yet to be subjected to extensive quantitative verification or tested for external validity. Using a sample of students from 55 online MBA courses, the findings of this study suggest strong empirical support for the framework and its ability to predict both perceived learning and delivery medium satisfaction in online management education. The paper concludes with a discussion of potential implications for online management education researchers and those interested in further study of the CoI framework.
Critical Inquiry in a Text-based Environment
- Computer Conferencing in Higher Education.‖ The Internet and Higher Education
, 2000
"... Abstract Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., ..."
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Cited by 15 (0 self)
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Abstract Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R.,
Faculty lived experiences in the online environment
- Adult Education Quarterly
, 2006
"... This phenomenotogicat study investigated the meaning of the ontine teaching experience of coltege faculty when there was an absence of physical presence. Findings show that the online experience brings new dimensions to the teaching practice when there is an absence of physical presence: (a) The ten ..."
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Cited by 15 (0 self)
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This phenomenotogicat study investigated the meaning of the ontine teaching experience of coltege faculty when there was an absence of physical presence. Findings show that the online experience brings new dimensions to the teaching practice when there is an absence of physical presence: (a) The tength and depth of engagement during the delivery ofthe course differs from face-to-face teaching and (b) the experience is rewarding in new ways. Practical imptications are suggested for adult education related to teaching improvement and instructional design.
