Modalities of Teaching Presence

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EARLI Conference 2013. Munich.

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Modalities of Teaching Presence

  1. 1. MODALITIES OF DISTRIBUTED TEACHING PRESENCE IN ASYNCHRONOUS DISCUSSION GROUPS http://www.psyed.edu.es/grintie Bustos, Engel, Rochera, de Gispert&Coll UNIVERSITAT DE BARCELONA
  2. 2. Theoretical background: Distributed Teaching Presence (DTP)  Teaching Presence (TP) is dynamic and evolves in line with the responsibility and control that all the participants in a community can exercise (Garrison & Anderson, 2003).  The most significant aspect of the notion of TP Is its potential for distribution  As a reinterpretation of the concept of TP from both theoretical and methodological perspectives (Shea, Li & Picket, 2006; Morgan, 2011).  Based on the assumption that students' learning is mainly related to the educational influence of others (Coll, Teaching Presence (CoI) DTP from a socio-cultural approach
  3. 3. Theoretical background: Modalities of DTP  All participants can exercise TP in the three constitutive dimensions (Bustos 2011; Coll, Bustos& Engel, 2009; Engel, Coll&Bustos, 213):  social participation,  task, and  shared meanings.  Teaching presence may take on different modalities depending on:  the focus of participants' activity:  Who, how and when each participant contributes about each dimension:  reminders, requests, reviews, questions, contribution of information, synthesis, recaps, etc.
  4. 4. Aims of the study  To analyze the contributions of participants to an online forum in order to identify different modalities in which teaching presence is exercised inside the dimensions of the management of social participation (MSP), management of the academic task (MAT) and management of shared meanings (MSM).
  5. 5.  Content analysis:  To explore the focus and modalities of DTP, transcripts of interactions between two groups of postgraduate students in Educational Psychology and their teachers (n = 23, n =16) were analyzed by two independent coders Methodology
  6. 6. Methodology  The posts were coded following the 3 sequential levels of analysis for each ofthedimensions (MSP, MAT & MSM): • Who contributes, and how much? 1) the general results for each dimension • Who contributes, how much, and how? 2) the specific results of certain categories for each dimension • Who contributes, how much and how, over the periods of activity? 3) the contribution of certain participants to each dimension from a temporal perspective
  7. 7. Results: Distribution of TP  A total of 601 fragments were coded in Group 1 and 631 in Group 2 for the three dimensions: MSP, MAT and MSM. (Cohen's kappa κ =.85 to .91)  According to our first level of analysis (Who contributes and how much?):  We identified several participants as top contributors to Teaching Presence: 15/23 in Group 1, and 11/16 in Group 2. (total of fragments coded per participant, in one or more dimension, higher than average)
  8. 8. Results: Modalities of TP  According to our second and third level of analysis (Who contributes, how much, and how? & over the periods of activity…):  We identified several participants as relevant contributors to Teaching Presence: (9/23 in Group 1, and 6/16 in Group 2). (their contributions included the significant categories in one or more dimensions, and were more or less constant throughout the all activity phases)
  9. 9. Results: Modalities of TP Group 1 Group 2 Teacher, S8 -• MSP+MAT+MSM Whole management Focus in all three dimensions • MSM+MAT • MSM+MSP • MSP+MAT Mixed management Focus mainly in two dimensions • MSM • MAT • MSP Single management Focus mainly in one dimensions - S13, S15 - S3 S18 Teacher S10, S12, S2 S6 S5 S11 S16, S19 - Accordingly to previous results, 7 modalities of Distributed Teaching Presence were identified
  10. 10. Finals remarks and open questions  Distribution and modalities are main topics in order to better understanding issues like emerging vs. scripting roles (Strijbos; 2010).  Both could be interpreted as mechanisms that enable collaborative groups manage their processes in order to improve learning outcomes. Our results do not yet provide information about this issue.  A main aspect of the teachers’ role should be to ensure of TP distribution between participants and, therefore, the emergence of various forms of TP.
  11. 11. MODALITIES OF DISTRIBUTED TEACHING PRESENCE IN ASYNCHRONOUS DISCUSSION GROUPS http://www.psyed.edu.es/grintie abustos@ub.edu alfonso.bustos@gmail.com UNIVERSITAT DE BARCELONA

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