Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment

Autor/inn/en	de la Varre, Claire; Keane, Julie; Irvin, Matthew J.
Titel	Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment
Quelle	In: Journal of Distance Education, 25 (2011) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0830-0445
Schlagwörter	Direct Instruction; Blended Learning; Instructional Design; Online Courses; Facilitators (Individuals); Computer Uses in Education; Educational Technology; Rural Schools; High School Students; Comparative Analysis; Teacher Attitudes; Interviews; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Computernutzung; Unterrichtsmedien; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Interviewing; Interviewtechnik; Computerkonferenz
Abstract	This study examines on-site facilitator practices and activities that support rural high school students taking online courses. We compare online instructors' perspectives of facilitator practices with facilitators' own reports of their practices and activities. A qualitative analysis of end-of-course interview data from instructors and facilitators was undertaken. The resulting codes were mapped onto and used to expand the teaching presence element of the "Community of Inquiry" framework. Online instructors perceived that facilitating discourse was the core activity in which most facilitators engaged, with setting the climate for learning being a primary responsibility of the facilitator. However, facilitators themselves reported that as well as facilitating discourse, they engaged in direct instruction and instructional design. Additional findings, implications, limitations, and research directions are discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10