Exploring Presence in Online Learning through Three Forms of Computer-Mediated Discourse Analysis

Autor/inn/en	Zhu, Meina; Herring, Susan C.; Bonk, Curtis J.
Titel	Exploring Presence in Online Learning through Three Forms of Computer-Mediated Discourse Analysis
Quelle	In: Distance Education, 40 (2019) 2, S.205-225 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2019.1600365
Schlagwörter	Computer Mediated Communication; Electronic Learning; Discussion Groups; Interaction; Online Courses; Social Environment; Teacher Role; Facilitators (Individuals); Cognitive Processes; Inquiry; Problem Solving; Student Participation; Educational Technology; Graduate Students; College Faculty; Reciprocal Teaching; Speech Acts; Classification; Word Frequency + Suchen Sie Ihr Suchwort? Computerkonferenz; Interaktion; Online course; Online-Kurs; Soziales Umfeld; Lehrerrolle; Cognitive process; Kognitiver Prozess; Problemlösen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Sprechakt; Classification system; Klassifikation; Klassifikationssystem; Word analysis; Frequency; Wortanalyse; Häufigkeit
Abstract	This 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 communication environment for student discussion. To promote students' cognitive development, the acts that their words described included to "inform" and "elaborate" to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students' cognitive presence was manifested through making claims, providing information and elaboration on posted comments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01