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Joh Fra03

Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cogniti... - 0 views

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    Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cognitive Presence Outcomes
Joh Fra03

http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf - 1 views

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    Article on social presence and course design on how to increase
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    student teacher interaction can be substituted by student-student and student-content interaction
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    developing models of learning based upon cohort groups of students page 1
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    and individual pacing, is often perceived and experienced as a lonely way to learn. It is likely that the implicit requirement for self motivation reduces accessibility to many students who have little exposure to, or sufficient experience with, programming that is not structured and orchestrated by a live (and often face-to-face) teacher. This challenge - to permit maximum student freedom, while supporting opportunity for community building and mutual individual support in cost effective ways - is perhaps the greatest challenge (and opportunity) facing the distance education community Page 1
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    Community of Inquiry, from Garrison, Anderson, and Archer (2000) page 2
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    social presence in not only setting the educational climate but also in supporting discourse and creating the educational experience. We defined social presence as 'the ability of learners to project themselves socially and affectively into a community of inquiry' (Rourke, Anderson, Archer, & Garrison, 1999 Page 2
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    social presence is correlated with student satisfaction and higher scores on learning outcomes (Richardson & Swan, 2003). Page 2
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