Group items tagged

This paper combines two of our course's concerns: the importance of social presence in the online classroom (deNoyelles et al. 2014) and instructional design. It refers to the ADDIE model of instructional design in order to optimize effective social presence in the online classroom, and lists several course design strategies in the final section (pp. 676-678) to increase the student perception of valuable instructor social presence.

Reconceptualization of the CoI framework that proposes learning presence as an additional construct in the framework. Reflects the unique contributions of students and teachers and embeds the social dimension as part of each presence (i.e., Social-Learning Presence, Social-Teaching Presence, and Socio-Cognitive Presence).

Kristy, thank you so much for locating and sharing this article and study. It's an important find. I really like the fact that it is hosted within our library system and that the authors are suggesting that the model may need some revisions - there is still much to learn and develop in the digital learning environments. Bookmarked!

A quick read about the nature of presence within online learning and the usefulness of social media platforms therein.

There are some great suggestions and examples of how to use social media to increase the "social presence" element of the online classroom.

Authors: Lehman, Rosemary M. and Conceicão, Simone C. This volume highlights the need for creating a presence in the online environment. The authors explore the emotional, psychological, and social aspects from both the instructor and student perspective. It provides an instructional design framework and shows how a strong presence contributes to effective teaching and learning. Contains methods, case scenarios, and suggested activities.

This article delves deeper into the third part of the COI (cognitive presence, social presence, and teaching presence) and discusses how this area can be assessed for online learning.

Applying the Community of Inquiry Model (Teaching presence, social presence, cognitive presence) to on-line doctoral education. Socialization and mentoring needs identified as rationale for blended designs.

The centrality of teaching actively comes up a lot. All is not lost! Teaching presence is the key to social and cognitive presences.

This study affirms the need to attend to individual differences among learners. Whatever technologies we use or approaches we take, we need to keep in mind that there will be significant variation in how students use all these components of the course. Aim too low and we lose the top to boredom. Aim too low and we lose the bottom to confusion. I think this means we need to be reactive and be ready to alter plans and methods as needed. Leah demonstrated this when she made the group project optional.

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey's progressive understanding of education. The CoI framework is a process model of online learning which views the

While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged student s, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other.