Instructor's Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

Autor/inn/en	Watson, Sunnie Lee; Watson, William R.; Richardson, Jennifer; Loizzo, Jamie
Titel	Instructor's Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.54-74 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Large Group Instruction; Online Courses; Teacher Student Relationship; Attitude Change; Teaching Methods; Communities of Practice; Inquiry; Group Discussion; Web Sites; College Faculty; Slavery; Crime; Computer Mediated Communication; Interviews; Content Analysis; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Gruppendiskussion; Web-Design; Fakultät; Sklaverei; Crimes; Delict; Delicts; Delikt; Computerkonferenz; Interviewing; Interviewtechnik; Inhaltsanalyse; Qualitative Forschung
Abstract	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 MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01