Teaching Presence in Computer Conferencing Learning Environments: Effects on Interaction, Cognition and Learning Uptake

Autor/inn/en	Zhao, Huahui; Sullivan, Kirk P. H.
Titel	Teaching Presence in Computer Conferencing Learning Environments: Effects on Interaction, Cognition and Learning Uptake
Quelle	In: British Journal of Educational Technology, 48 (2017) 2, S.538-551 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12383
Schlagwörter	Schemata (Cognition); Computer Mediated Communication; Peer Relationship; Statistical Analysis; Qualitative Research; Teacher Student Relationship; Teaching Methods; Online Courses; Correlation; Educational Research; College Students; College Faculty + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Computerkonferenz; Peer-Beziehungen; Statistische Analyse; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Korrelation; Bildungsforschung; Pädagogische Forschung; Collegestudent; Fakultät
Abstract	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 online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01