Group items tagged

A study that relates the students sense of community and teacher presence to the level of learning

A study that relates the students sense of community and teacher presence to the level of learning

Paper focuses on two components of a model for online teaching and learning -" teaching presence " and "community".

Alex's videos on Social Presence and the Community of Inquiry Model

Alexandra Pickett Playlist on Social Presence

Describes teaching presence through the Community of Inquiry framework.

An article about teacher presence in an online course.

Teaching presence is defined as the core roles of the online instructor. That the facilitation of discourse is the factor most strongly associated with students' sense of learning and community indicates that this skill should be emphasized and fostered through faculty development efforts.

McKerlich et al., , 2011 Teaching presence is the direct and indirect role and influence of the teacher and perhaps senior students in the design, direction and facilitation to ensure a meaningful educational experience (Anderson, Rourke, Garrison and Archer,( 2001).

Alex's slide share on teaching presence

One model that has gained a good deal of attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework is a process model that provides a comprehensive theoretical model that can inform both research on online learning and the practice of online instruction. The CoI model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence and cognitive presence.

This article suggests strategies for creating social presence

This e-magazine article provides researched-based information on the importance and components of teaching presence in the on-line learning environment. Blog format with related topics.

Article on online learning courses and the use of technology.

Shea, Pickett, and Pelz (2003) describe three components to teaching presence: Instructional Design and Organization, Facilitating Discourse, and Direct Instruction.

Describes the three parts of teaching presence and how to foster them. Describes how to create a class community in an online course.

Teaching presence cannot exist without a sense of community.

this article discusses teaching presence very similarly to the course materials provided by Alex, but highlighted for me, the importance of capturing the non-verbal and paralinguistic aspects of classroom interaction and feedback that are missing online.

"Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required (Anderson, et al, 2001)."

Bill Pelz, Professor & Internet Academy Coordinator at Herkimer County Community College, shares his ideas about teaching presence and the Community of Inquiry.

3 main ideas of teaching presence.

Describes anchored discussion. Compares regular discussion with anchored discussion.

Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.

The purpose of this qualitative study was to explore community college student perceptions of online learning within the theoretical construct of the Community of Inquiry (CoI) model, which describes the manner in which the elements of social presence, teaching presence, and cognitive presence interact to create an educational experience.