Cognitive, Social and Teaching Presence in a Virtual World and a Text Chat

Autor/inn/en	Traphagan, Tomoko Watanabe; Chiang, Yueh-hui Vanessa; Chang, Hyeseung Maria; Wattanawaha, Benjaporn; Lee, Haekyung; Mayrath, Michael Charles; Woo, Jeongwon; Yoon, Hyo-Jin; Jee, Min Jung; Resta, Paul E.
Titel	Cognitive, Social and Teaching Presence in a Virtual World and a Text Chat
Quelle	In: Computers & Education, 55 (2010) 3, S.923-936 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.04.003
Schlagwörter	Computer Mediated Communication; Cooperation; Cognitive Processes; Debate; Persuasive Discourse; Group Dynamics; Computer Assisted Instruction; Computer Simulation; Educational Technology; Instructional Effectiveness; Surveys; Interviews; Simulated Environment; Role Playing; Synchronous Communication; Distance Education; Content Analysis + Suchen Sie Ihr Suchwort? Computerkonferenz; Co-operation; Kooperation; Cognitive process; Kognitiver Prozess; Debating; Streitgespräch; Persuasion; Persuasive Kommunikation; Gruppendynamik; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Unterrichtsmedien; Unterrichtserfolg; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Künstliche Umwelt; Rollenspiel; Distance study; Distance learning; Fernunterricht; Inhaltsanalyse
Abstract	Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the "TeachNet" debates included more cognitive presence codes that indicate higher levels of cognitive processing than in "SL" debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups' collaboration style became more established with more experience with the tasks. The three critical factors--tool, tasks and group cohesion--that affect cognitive, teaching, and social presence are discussed. (Contains 10 tables and 8 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10