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Alicia Fernandez

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction-cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes
Alicia Fernandez

TOWARDS AN EFFECTIVE USE OF AUDIO CONFERENCING IN DISTANCE LANGUAGE COURSES - 0 views

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    In order to respond to learners' need for more flexible speaking opportunities and to overcome the geographical challenge of students spread over the United Kingdom and continental Western Europe, the Open University recently introduced Internet-based, real-time audio conferencing, thus making a groundbreaking move in the distance learning and teaching of languages. Since February 2002, online tutorials for language courses have been offered using Lyceum, an Internet-based audio-graphics conferencing tool developed in house. Our research is based on the first Open University course ever to deliver tutorials solely online, a level 2 German course, and this article considers some of the challenges of implementing online tuition. As a starting point, we present the pedagogical rationale underpinning the virtual learning and teaching environment. Then we examine the process of development and implementation of online tuition in terms of activity design, tutor training, and student support. A number of methodological tools such as logbooks, questionnaires, and observations were used to gather data. The findings of this paper highlight the complexity of the organisational as well as the pedagogical framework that contributes to the effective use of online tuition via audio conferencing systems in a distance education setting.
Diana Cary

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

  • This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol5:2: Assessing Teaching Presence in a Compu... - 0 views

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    ABSTRACT: This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer's [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories - design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.\nhttp://www.aln.org/publications/jaln/v5n2/pdf/v5n2_anderson.pdf
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    provides conceptual order and a tool for the use of CMC and computer conferencing in supporting an educational experience.
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transactioncognitive presence, social presence, and teaching presence.
Joan McCabe

Assessing Teacher Presence in a Computer Conferencing Context | The Sloan Consortium - 0 views

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    Describes teaching presence through the Community of Inquiry framework.
Diana Cary

Adobe Acrobat ConnectPro - 0 views

  • Adobe® Connect™ is an enterprise web conferencing solution for online meetings, eLearning, and webinars used by leading corporations and government agencies.
  • It is useful for synchronous sessions for online courses
Jennifer Boisvert

WebEx: Web Conferencing, Web Meeting, Video Conference, Online Meeting Services - 0 views

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    Allows you to hold online meetings.
Nicole Arduini-Van Hoose

Alone but Together: Adult Distance Study through Computer Conferencing - 0 views

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    perceptions of computer conferencing
Kristen Della

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
Irene Watts-Politza

Assessing Social Presence in Asynchronous Text-based Computer Conferencing Courses - 1 views

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    Explication of social presence, one of three elements in the community of inquiry model developed by Garrison, Anderson, and Archer. Community of inquiry model discussed.
Joan McCabe

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

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    Original article and research describing the Community of Inquiry framework and the three components: cognitive presence, social presence, and teaching presence.
Kristen Della

Creating and implementing successful online learning environments: a practitioner persp... - 0 views

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    Creating and implementing successful online learning environments: a practitioner perspective. This paper is about how we attempted to overcome barriers to the use of Computer Mediated Conferencing (CMC) for effective learning in Open University Business School (OUBS) courses and the implications for successful implementation. We begin with a brief overview of potential barriers and the ways in which we attempted to overcome them. We then expand on this in the remainder of the paper. This practitioner perspective is based on an action research study in the OUBS, involving 300 part time management tutors using CMC based on FirstClassTM software as part of their multi-media distance learning courses (Salmon & Giles 1999). The results reported in this paper are intended to be a guide to help practitioners to make the most of the pedagogic opportunities provided by CMC.
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