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Effects of online teaching presence on students' interactions and collaborative knowledge construction

Published on Jun 1, 2020in Journal of Computer Assisted Learning
· DOI :10.1111/JCAL.12408
Yang Wang (CCNU: Central China Normal University), Qingtang Liu (CCNU: Central China Normal University)
Abstract
  • References (36)
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Abstract This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equa...
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ABSTRACTThis case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open...
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This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary...
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Abstract A four-stage online collaborative learning approach to supporting teachers' professional development was proposed and described in this paper. This study investigated primary school teachers' interactive networks and social knowledge construction behavioral patterns in online collaborative learning activities. The subject of this study was 83 primary school Chinese teachers who were participating in a structured online professional development program that was 6 months in duration. By c...
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The increased use of online discussions in learning environments both formal and informal, positions the construct of interactivity as central to learning. Interactivity in learning communities' online discourse is viewed in this study as a socio-constructivist process. It is the network of interactions among content items and participants which drives a collective knowledge construction process. Conceptualizing interactivity in the literature is still unclear and not enough is known about its r...
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This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the M...
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