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Relationandprediction<br />23-10-2010<br />Idalina Jorge, PhD – (curr&assin DE)<br />Instituto de Educação<br />Universida...
Navegar no Português<br />The in-service teacher training program Navegar no Português (Sailing in Portuguese) was:<br />A...
References to the Presence construct<br />23-10-2010<br /><ul><li>Moore (1989)- Taxonomy of interaction
Moore (1991) -Theory of transactional distance
Distance: cognitive & psychological
2 clusters: structure & dialogue </li></ul>IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />3<br />
Dialogue, Engagement & Sense of community<br />23-10-2010<br />Designing activities based on dialogue, such as forums, enc...
Cognitiveand Social Presence: relation<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br ...
CognitivePresence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />6<br />Participants...
Social presence<br />23-10-2010<br />The participants’ ability to project themselves both socially and emotionally (Rourke...
Research questions<br />23-10-2010<br />Research question 1 (R1): What is the relationship between social presence and cog...
Method<br />23-10-2010<br />Research material: 676 forum’s messages with 2512 sentences. <br />hybrid nature of communicat...
Coding agreement<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />10<br />Cognitive pr...
Results: Social presence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />11<br />
Results: Cognitive presence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />12<br />
23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />13<br />To measure the correlation between...
Relation (R2)<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010    IJorge<br />14<br />The correlation...
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Social presence and cognitive presence in an on-line training program for teachers of Portuguese, relation and prediction

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Anadolu university conference iold icem eskisheir 2010

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Transcript of "Social presence and cognitive presence in an on-line training program for teachers of Portuguese, relation and prediction"

  1. 1. Relationandprediction<br />23-10-2010<br />Idalina Jorge, PhD – (curr&assin DE)<br />Instituto de Educação<br />Universidade de Lisboa<br />Portugal<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />1<br />Social presence and cognitive presence in an on-line training program for teachers of Portuguese<br />
  2. 2. Navegar no Português<br />The in-service teacher training program Navegar no Português (Sailing in Portuguese) was:<br />A nationwide project to improve the scientific, didactic and computer skills of the teachers involved. <br />More than 200 teachers, both moderators and trainees, were organized in 11 regional teams. <br />Building on the community of inquiry model (Garrison & Anderson, 2003),<br /> a research to relate social and cognitive presence, to verify on which dimensions of both variables the correlation was more evident & if and how social presence can predict cognitive presence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010<br />2<br />
  3. 3. References to the Presence construct<br />23-10-2010<br /><ul><li>Moore (1989)- Taxonomy of interaction
  4. 4. Moore (1991) -Theory of transactional distance
  5. 5. Distance: cognitive & psychological
  6. 6. 2 clusters: structure & dialogue </li></ul>IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />3<br />
  7. 7. Dialogue, Engagement & Sense of community<br />23-10-2010<br />Designing activities based on dialogue, such as forums, encouraging interaction between the tutor and the students and among students has proved to influence positively on students’ motivation, sense of community and engagement (Jorge, 2001) <br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />4<br />
  8. 8. Cognitiveand Social Presence: relation<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />5<br />
  9. 9. CognitivePresence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />6<br />Participants’ ability to build knowledge and<br /> reflect collaboratively (Garrison et al, 2001).<br />
  10. 10. Social presence<br />23-10-2010<br />The participants’ ability to project themselves both socially and emotionally (Rourke et al., 2001) <br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />7<br />
  11. 11. Research questions<br />23-10-2010<br />Research question 1 (R1): What is the relationship between social presence and cognitive presence?<br />Research question 2 (R2): What dimensions of both variables are more related?<br />Research question 3 (R3): (How) Can social presence predict cognitive presence?<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />8<br />
  12. 12. Method<br />23-10-2010<br />Research material: 676 forum’s messages with 2512 sentences. <br />hybrid nature of communication style: a great amount of sentence-wordsand sentence segments, exclamations, emoticons, acronyms, punctuation and other expressive strategies.<br />Cognitive presence: Unit of analysis: message.<br /> Coding: Two teachers of Philosophy were selected as coders for cognitive presence, since most of this codification often implies much inference.<br />Social Presence: Unit of analysis: sentence<br /> Coding: messages were segmented by the researcher and an expert in Linguistics, <br />Correlations among dimensions of social and cognitive presence were established, in order to detect if or how social presence is correlated to cognitive presence.<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />9<br />
  13. 13. Coding agreement<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />10<br />Cognitive presence: 86,9% of agreement;<br /> Social presence: 85,0%<br />both coders and researcher had to agree upon a unique codification to proceed to the next statistical analyses<br />
  14. 14. Results: Social presence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />11<br />
  15. 15. Results: Cognitive presence<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />12<br />
  16. 16. 23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />13<br />To measure the correlation between social and cognitive presence, the method of correspondence analysis results was used, showed a low level of correlation(r= 0,125), though a significant one.<br />Relation (R1)<br />
  17. 17. Relation (R2)<br />23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />14<br />The correlation between cognitive and social presence only showed evident at the phases of exploration and integration of the first.<br />In triggering and resolution messages, social utterances hardly occur.<br />
  18. 18. Other associations (R2)<br />23-10-2010<br />The stage of exploration is more associated with self-disclosure,<br />Results don´t indicate that higher levels of social interaction are associated with higher levels of reflexivity.<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />15<br />
  19. 19. Social & cognitive presence: Prediction? (R3)<br />23-10-2010<br />Method: stepwise: Beta: 0.039 / p:0.129<br />Conclusion: No significant differences in cognitive presence between groups 1 and 2<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />16<br />
  20. 20. 23-10-2010<br />IODL/ICEM, ANADOLU ÜNIVERSITESI, ESKISEHIR, 2010 IJorge<br />17<br />Thank You!<br /><br />ifjorge@ie.ul.pt<br />

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