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kasey8876

Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Onli... - 0 views

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    Quality and Quantity of Interactions
dkiesel

Teaching Presence in Online Learning - YouTube - 0 views

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    Dr Mark Kassel is giving another angle on creating and maintaining teacher presence and he is nice to listen to.
Jessica M

Teaching in an Online Learning Context - 0 views

  • Activities in this category of teaching presence include building curriculum materials.
  • design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
  • Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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  • personalized tone within the course content.
  • his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
  • This writing style helps the learner to identify, in a personalized way, with the teacher.
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    This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
Maree Michaud-Sacks

A PRELIMINARY INVESTIGATION OF "TEACHING PRESENCE" IN THE SUNY LEARNING NETWORK - 0 views

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    Practical ideas for adding teaching (& cognitive) presence to your online course
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views

  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
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  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
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    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
Heather Kurto

What is Online Presence? | online learning insights - 0 views

  • What is online presence?
  • There are several definitions of online presence, but I think the best term to describe online presence is ‘being there’ and ‘being together’ (Creating a Sense of Presence in Online Teaching)
  • Online learning should not about the technology but about the learning interactions – and being there
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  • Three Dimensions
  • social presence, cognitive presence and teaching presence. By
  • Teaching Presence
  • guiding and structuring and communicating
  • Sources: http://www.slideshare.net/alexandrapickett/teaching-presence
Heather Kurto

Replicating the Use of a Cognitive Presence Measurement Tool - 1 views

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    "Table 2 Community)of)Inquiry)Categories"
mikezelensky

Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough - 2 views

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    Garrison & Cleveland-Innes, 2005
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    facilitating discussion involves teaching presence, not just interaction
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    Interaction is seen as central to an educational experience and is a primary focus in the study of online learning. The focus on interaction in online learning emerges from the potential and properties of new technologies to support sustained educational communication
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    Study on the effect of teaching presence on the "deepness" of student learning.
Catherine Strattner

ETAP640amp2012: Exemplar Courses for Observation - 0 views

  • Learning Activities - 13 minutes
    • Catherine Strattner
       
      Gives an example of a small group activity that supports student development of teaching presence.
  • Modern ArtSpring 2006 Steven Zucker Fashion Institute of Technology
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