Online Classroom or Community in the Making? Instructor Conceptualizations and Presence in Online Discussion Forums
•Download as PPT, PDF•
2 likes•545 views
The document discusses a study that examined how online instructors conceptualize and negotiate their teaching presence. It utilized activity theory as a framework. The study involved 6 instructors teaching online courses in various contexts. Data was collected through interviews, forum transcripts, course documents, and student evaluations. The findings showed that instructors conceptualized the online interaction spaces in different ways, such as developing an online community or directing student learning. However, their teaching presence was influenced by tensions between this conceptualization and constraints of the technology, student expectations, or time requirements. The ability to flexibly adapt their approach helped instructors meet the needs of the evolving online environment and student community.
Report
Share
Report
Share
![Background ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Online Presence Matters
This document outlines an agenda for exploring challenges of online teaching transitions and improving online presence. It discusses the Community of Inquiry model and its three presences of social, cognitive, and teaching. It provides definitions and examples of teaching presence. The remainder discusses establishing an online persona and provides a rubric and examples of strategies to improve instructional and social presence in online courses.
Peer instruction online
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
Understanding Online Teaching Presence
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
UNIACC - What works? instructional design chile2009
The document discusses best practices for online course design based on the author's experience working with over 3,000 faculty at SUNY. It recommends that effective online courses have (1) clear expectations and instructions for students, (2) opportunities for interaction and collaboration, and (3) alignment between objectives, activities, and assessments. The author also emphasizes the importance of reconceptualizing courses for the online environment rather than trying to replicate face-to-face classes.
The role of a successful online instructor
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
10 principles-of-effective-online-teaching
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
Community of Inquiry in Template
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
pepe142
The document summarizes research into exploring pedagogical practices within an online learning community. It discusses how an online community was set up involving pre-service teachers, practicing teachers, and curriculum experts to facilitate discussion of pedagogical issues. Results found that interactions were often one-way without dialogue, but students valued sharing experiences and questioning their own thinking. The benefits included flexibility and collaboration, but drawbacks included the learning curve of a new online interface and the time commitment required.
Recommended
Online Presence Matters
This document outlines an agenda for exploring challenges of online teaching transitions and improving online presence. It discusses the Community of Inquiry model and its three presences of social, cognitive, and teaching. It provides definitions and examples of teaching presence. The remainder discusses establishing an online persona and provides a rubric and examples of strategies to improve instructional and social presence in online courses.
Peer instruction online
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
Understanding Online Teaching Presence
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
UNIACC - What works? instructional design chile2009
The document discusses best practices for online course design based on the author's experience working with over 3,000 faculty at SUNY. It recommends that effective online courses have (1) clear expectations and instructions for students, (2) opportunities for interaction and collaboration, and (3) alignment between objectives, activities, and assessments. The author also emphasizes the importance of reconceptualizing courses for the online environment rather than trying to replicate face-to-face classes.
The role of a successful online instructor
The document outlines best practices for successful online instructors, noting that they are student-centered, responsive, maintain an active teaching presence, promote interaction and collaboration, keep course design and facilitation simple, and are committed to continuous improvement. Effective online instructors clearly communicate expectations, provide support and flexibility for students, and focus on creating a sense of community in their courses.
10 principles-of-effective-online-teaching
This document outlines 10 principles of effective online teaching based on research from Penn State's World Campus. It discusses the need to establish clear performance expectations and best practices for online instructors. Some of the key principles include: showing up and teaching in the online classroom, proactively managing the course, establishing patterns of course activities, planning for the unplanned, providing timely responses to students, maintaining quality and security standards, and actively engaging with students to keep them progressing. The goal is to help instructors understand how to structure their online courses and interactions for successful student learning.
Community of Inquiry in Template
The document discusses improving learning through forming a community of inquiry. It describes a community of inquiry as having three key elements - social presence, cognitive presence, and teaching presence. Social presence involves open communication, group cohesion, and personal relationships. Cognitive presence is a recursive process involving puzzlement, information exchange, connecting ideas, and testing solutions. Teaching presence provides design, facilitation and direction. Forming a community of inquiry can help learning become an active process of questioning and understanding through interaction, rather than just memorizing answers.
pepe142
The document summarizes research into exploring pedagogical practices within an online learning community. It discusses how an online community was set up involving pre-service teachers, practicing teachers, and curriculum experts to facilitate discussion of pedagogical issues. Results found that interactions were often one-way without dialogue, but students valued sharing experiences and questioning their own thinking. The benefits included flexibility and collaboration, but drawbacks included the learning curve of a new online interface and the time commitment required.
Roles and Responsibilities of the Online Learner
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
Roles of an e learning facilitator pp
An e-learning facilitator fulfills four key roles: coordinator, content manager, community builder, and computer consultant. As a coordinator, they plan courses, track participation, and accommodate learners' needs. As a content manager, they guide discussion and focus on essential concepts. As a community builder, they foster collaboration and bring out multiple perspectives. As a computer consultant, they help with technical issues and promote learner independence. Overall, an effective facilitator balances all four roles to create a supportive online learning environment.
Recognition: SUNY Online Teaching Ambassadors
SUNY Online Summit 2021 Day 5 Presentation
Moderator: Erin Maney, SUNY Online Communications & Community Engagement Manager.
Recognition: SUNY Online Teaching Ambassadors
https://sunyonlinesummit2021.edublogs.org/2021/01/29/recognition-online-teaching-ambassadors/
https://sunyonlinesummit2021.edublogs.org/tag/day-5/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Keynote lecture to European Vocational Training Association Conference: Quality in Distance education and E-Learning. Rome 6-7- December 2005
Blended Learning Features within the Blackboard VLE
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Toward a Theory of Online Learning
This document discusses theories of online learning. It summarizes Anderson's model of online learning, which outlines six categories of educational interaction: student-student, student-content, student-teacher, teacher-teacher, teacher-content, and content-content. It also discusses benefits of online learning like flexibility and accessibility, as well as barriers like less flexibility than assumed and issues with internet access. The document aims to provide a theoretical framework for understanding online learning interactions and environments.
E learning under web ct
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Fac nursing2011
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
Diverselearners2008
- The document discusses the SUNY Learning Network (SLN), which has over 100,000 online student enrollments across 40 of SUNY's 64 campuses and offers 107 online degree programs.
- It also summarizes a presentation about improving one's online presence by focusing on engagement, learning over teaching, and allowing students to do most of the work. Effective strategies discussed include incorporating principles of online teaching and learning and fostering a strong sense of online community.
Distance education with moodle day 1 nov 3 no internet
This document outlines the agenda and activities for a professional development day focused on assessment for learning and differentiation in distance education. The day will include discussions on assessing student talent and engagement, using technology tools for inquiry-based learning, sharing best practices, and creating personalized online lessons. Participants will work in groups to develop strategies and goals for their school divisions and collaborate on building an online learning community for educators across Saskatchewan. The overarching goals are to advance distance education administration, teaching, and development, and ensure every student develops a deep understanding of their learning.
Wilkinsonfinalpresentation
Building a Student-Centered Community and Ensuring Quality Distance Education discusses the shift in role for distance educators from traditional teacher to facilitator. As a facilitator, they must guide learners, focus on students by creating a learning community and serving as a coach/mentor, set clear expectations for students, and ensure quality education by choosing effective technologies and instructional methods. Distance educators must prepare for this new facilitator role and persona as it is important for providing quality distance education and building relationships with isolated online learners.
Online Collaborative Learning
Online Collaborative LearningEscola EB 2,3 D. António da Costa - Agrupamento de Escolas Emídio Navarro - Almada
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.Ecology of Education and Service-Learning: Perspectives on teaching & learning
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
Getting started with online collaborative learning
Tools and strategies to move from local to global, Presented at the T21C event at Hillcrest Christian College, Australia, July 2018.
Leveraging D2L to Create an Online Learning Community
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Creating Breath in Online Education Through Service Learning Projects, Refle...
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Learning Team C - Faculty Development Models: Graphic Organizer
This presentation that are team created is all about different faculty models that helps out instructors on different theories and techniques.
Online teaching skills mini workshop
Presentation offers overview of what it takes for successful online teaching and offers tips for managing online course facilitation.
Democratizing the Discussion Board: Establishing a Community of Learners to G...
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Social Networking in Education
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
AECT_poster_final
This document discusses using a visual data analytic tool called SNAPP to analyze asynchronous online discussions. It proposes a taxonomy of discussion diagrams that categorizes different interaction patterns, such as instructor-led, learning community, and emerging learning community. The document outlines a pilot project to have instructors review discussion diagrams from their courses along with the taxonomy to identify potential discussion design adjustments or facilitation interventions. The goal is to help instructors better understand and improve collaboration in their online discussions.
Teaching Presence Facilitates Learning
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
More Related Content
What's hot
Roles and Responsibilities of the Online Learner
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
Roles of an e learning facilitator pp
An e-learning facilitator fulfills four key roles: coordinator, content manager, community builder, and computer consultant. As a coordinator, they plan courses, track participation, and accommodate learners' needs. As a content manager, they guide discussion and focus on essential concepts. As a community builder, they foster collaboration and bring out multiple perspectives. As a computer consultant, they help with technical issues and promote learner independence. Overall, an effective facilitator balances all four roles to create a supportive online learning environment.
Recognition: SUNY Online Teaching Ambassadors
SUNY Online Summit 2021 Day 5 Presentation
Moderator: Erin Maney, SUNY Online Communications & Community Engagement Manager.
Recognition: SUNY Online Teaching Ambassadors
https://sunyonlinesummit2021.edublogs.org/2021/01/29/recognition-online-teaching-ambassadors/
https://sunyonlinesummit2021.edublogs.org/tag/day-5/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Keynote lecture to European Vocational Training Association Conference: Quality in Distance education and E-Learning. Rome 6-7- December 2005
Blended Learning Features within the Blackboard VLE
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Toward a Theory of Online Learning
This document discusses theories of online learning. It summarizes Anderson's model of online learning, which outlines six categories of educational interaction: student-student, student-content, student-teacher, teacher-teacher, teacher-content, and content-content. It also discusses benefits of online learning like flexibility and accessibility, as well as barriers like less flexibility than assumed and issues with internet access. The document aims to provide a theoretical framework for understanding online learning interactions and environments.
E learning under web ct
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Fac nursing2011
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
Diverselearners2008
- The document discusses the SUNY Learning Network (SLN), which has over 100,000 online student enrollments across 40 of SUNY's 64 campuses and offers 107 online degree programs.
- It also summarizes a presentation about improving one's online presence by focusing on engagement, learning over teaching, and allowing students to do most of the work. Effective strategies discussed include incorporating principles of online teaching and learning and fostering a strong sense of online community.
Distance education with moodle day 1 nov 3 no internet
This document outlines the agenda and activities for a professional development day focused on assessment for learning and differentiation in distance education. The day will include discussions on assessing student talent and engagement, using technology tools for inquiry-based learning, sharing best practices, and creating personalized online lessons. Participants will work in groups to develop strategies and goals for their school divisions and collaborate on building an online learning community for educators across Saskatchewan. The overarching goals are to advance distance education administration, teaching, and development, and ensure every student develops a deep understanding of their learning.
Wilkinsonfinalpresentation
Building a Student-Centered Community and Ensuring Quality Distance Education discusses the shift in role for distance educators from traditional teacher to facilitator. As a facilitator, they must guide learners, focus on students by creating a learning community and serving as a coach/mentor, set clear expectations for students, and ensure quality education by choosing effective technologies and instructional methods. Distance educators must prepare for this new facilitator role and persona as it is important for providing quality distance education and building relationships with isolated online learners.
Online Collaborative Learning
Online Collaborative LearningEscola EB 2,3 D. António da Costa - Agrupamento de Escolas Emídio Navarro - Almada
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.Ecology of Education and Service-Learning: Perspectives on teaching & learning
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
Getting started with online collaborative learning
Tools and strategies to move from local to global, Presented at the T21C event at Hillcrest Christian College, Australia, July 2018.
Leveraging D2L to Create an Online Learning Community
This 45-minute presentation discusses the creation of an online Spanish learning community at the University of Central Oklahoma to provide tutoring and additional learning resources for online Spanish students. It describes the iterative process of developing the community over three versions, with each iteration addressing challenges from the previous version. The current version utilizes an LMS course site, faculty tutors and designers, online meeting rooms, and a wide variety of resources. Analytics show increased student usage and satisfaction with the predictability and quality of tutoring and resources available anytime through the online community.
Creating Breath in Online Education Through Service Learning Projects, Refle...
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Learning Team C - Faculty Development Models: Graphic Organizer
This presentation that are team created is all about different faculty models that helps out instructors on different theories and techniques.
Online teaching skills mini workshop
Presentation offers overview of what it takes for successful online teaching and offers tips for managing online course facilitation.
Democratizing the Discussion Board: Establishing a Community of Learners to G...
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Social Networking in Education
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
What's hot (20)
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Online Flexible Distance Education or Internet Based E-Learning – The Evoluti...
Blended Learning Features within the Blackboard VLE
Blended Learning Features within the Blackboard VLE
Distance education with moodle day 1 nov 3 no internet
Distance education with moodle day 1 nov 3 no internet
Ecology of Education and Service-Learning: Perspectives on teaching & learning
Ecology of Education and Service-Learning: Perspectives on teaching & learning
Getting started with online collaborative learning
Getting started with online collaborative learning
Leveraging D2L to Create an Online Learning Community
Leveraging D2L to Create an Online Learning Community
Creating Breath in Online Education Through Service Learning Projects, Refle...
Creating Breath in Online Education Through Service Learning Projects, Refle...
Learning Team C - Faculty Development Models: Graphic Organizer
Learning Team C - Faculty Development Models: Graphic Organizer
Democratizing the Discussion Board: Establishing a Community of Learners to G...
Democratizing the Discussion Board: Establishing a Community of Learners to G...
Similar to Online Classroom or Community in the Making? Instructor Conceptualizations and Presence in Online Discussion Forums
AECT_poster_final
This document discusses using a visual data analytic tool called SNAPP to analyze asynchronous online discussions. It proposes a taxonomy of discussion diagrams that categorizes different interaction patterns, such as instructor-led, learning community, and emerging learning community. The document outlines a pilot project to have instructors review discussion diagrams from their courses along with the taxonomy to identify potential discussion design adjustments or facilitation interventions. The goal is to help instructors better understand and improve collaboration in their online discussions.
Teaching Presence Facilitates Learning
This document discusses strategies for creating an effective teaching presence in online courses. It defines teaching presence as the design, facilitation, and direction of cognitive and social processes to promote meaningful learning outcomes. The article provides examples of how three instructors at Regis University incorporate strategies like discussion forums, feedback, and digital storytelling to connect with students. It advocates balancing the role of online instructor between guide and direct instructor to prevent being absent. Various techniques are presented for instructional design, teaching, and facilitating student learning to improve social presence and engagement in online environments.
Social and Cognitive Presence in Virtual Learning Environments
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
The document discusses communities of practice and imagined communities, and how pre-service teachers participate in these through their coursework. It presents examples of analysis of interactions between students during tutorials and online discussions to examine how they move from peripheral to full participation in the community of teaching practitioners. The approach uses conversation analysis and content analysis to study how categorizations are produced and confluences in discourse provide insight into prevalent views of teaching.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
pepe382
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
CoI Workshop Sloan-C 2008
The document discusses the Community of Inquiry framework, which consists of three presences - social presence, cognitive presence, and teaching presence - that are important for online learning. It provides details on each presence, including defining elements and findings from research studies. The framework informs principles for designing online courses and activities to support the three presences and facilitate a community of inquiry among students.
Community Of Inquiry Framework
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
HETL Presentation Notes 2014
Students' perceptions of what matters most when establishing social presence online.
Three studies examined students' perceptions of social presence strategies in online courses. Study 1 found that written feedback, one-on-one email, and instructional videos most helped students feel connected to their instructor, while digital stories, previous relationships, and access to peers' work most helped feel connected to other students. Study 2 found that students generally preferred asynchronous video over text and perceived it as better for social presence, though not all students liked or wanted video. Remaining questions include how cohort models, large class sizes, and the importance of social presence of peers versus instructors influence social presence and learning.
Online learning how a course for frontline managers became a virtual communit...
This document discusses a research project that studied how an online course for frontline managers became a virtual community of practice. Interviews with 16 former students found several benefits, including knowledge sharing, feelings of connection, and the ability to reflect. Critical success factors included trust, good communication, and a shared sense of purpose. One participant expressed a sense of loss when the online interactions ended, demonstrating that a community had formed. The project showed how an online course can foster an apprenticeship-style learning environment and virtual community among working professionals.
Holmes oeb 2011
Improving Teachers’ Professional Development in an eTwinning Online Learning Community
Online Educa Berlin, 2011
Randy Bass
The document discusses the shift from the traditional "course era" model of education to a "post-course era" model that emphasizes experiential and participatory learning. It provides examples of implementing high-impact practices and participatory pedagogies in college courses. The post-course era focuses on aggregating, filtering, and connecting information and experiences rather than static course-based learning. This represents a shift towards learning environments that more closely resemble participatory online culture.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
Cuomo Dissertation Defense
This document provides an overview of a dissertation defense that studied an initiative at Queensborough Community College called Students Working in Interdisciplinary Groups (SWIG). The initiative partnered English, basic education skills, and content courses from various disciplines. Students shared work electronically and provided feedback across courses. The study explored the experiences of four faculty members involved in SWIG through interviews and documents. The dissertation aimed to understand how the initiative supported student learning from the faculty perspective within the institutional context.
Interactivity In E-Learning Environment
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
COOPERATIVE LEARNING STRATEGY
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
E-Portfolios and the Problem of Learning
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
Similar to Online Classroom or Community in the Making? Instructor Conceptualizations and Presence in Online Discussion Forums (20)
Social and Cognitive Presence in Virtual Learning Environments
Social and Cognitive Presence in Virtual Learning Environments
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...
Online learning how a course for frontline managers became a virtual communit...
Online learning how a course for frontline managers became a virtual communit...
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...
More from tanbob
Innovation in Higher Education - and other blasts from the past
This document discusses the history of innovation in higher education from the 1960s to present day. It touches on several key themes:
1) Universities have faced increasing pressure to innovate and adapt to changing needs and technologies over recent decades.
2) New technologies like online learning and open educational resources are revolutionizing how education is delivered and accessed.
3) There is a tension between institutional inertia and the need for flexible, lifelong learning models to meet the needs of diverse student populations.
4) Open educational resources and collaborative models are increasing access to education and reducing costs while maintaining quality.
Digital Scholar
Here are some key skills needed by the digitally literate researcher:
- Ability to effectively search for and evaluate digital resources and content
- Proficiency with digital tools for collaboration, communication, project management
- Skills in publishing, curating, and managing digital scholarly content and projects
- Understanding of digital literacy issues like copyright, licensing, accessibility
- Capacity to use digital tools and platforms for fieldwork, data collection and analysis
- Competence in selecting appropriate digital tools and platforms for different contexts
- Comfort adapting to emerging technologies and digital scholarly practices
Research day 2011
This document provides an overview of conducting research in applied education through the Scholarship of Teaching and Learning (SOTL). It discusses the six steps of the Carnegie Foundation research process: 1) adequate preparation through literature review, 2) clear research goals and questions, 3) appropriate research methods, 4) achieving significant results, 5) providing a reflective critique, and 6) effective presentation of findings. Both qualitative and quantitative research methods are described. Support for SOTL research is available through the JIBC Office of Applied Research and collaborating with other institutions.
Context and Collaborative Learning Design
The document discusses factors that influence collaborative learning design at BCIT. It outlines external conditions like industry standards and internal conditions like available expertise. It provides examples of collaborative projects between subject matter experts, instructional designers, and technical staff. These include a capstone health management course, marine simulator exercises, and an institutional partnership with an external organization. Overall, the summary emphasizes that learning design considers both external requirements and internal resources.
From Open Content to Open Course Models
The document discusses moving from an open content model of education to an open course model by enabling global collaboration between students and professors. It notes the convergence of open access and distance education, and the need to focus on recognizing education as social and cultural capital while maintaining course credits and accreditation across institutions. The benefits mentioned include students having access to more professors with different expertise, exposure to varied student backgrounds through international collaboration, and flexibility in recruiting professors globally for academic programs.
Getting started with research
This document provides an overview of research in teaching and learning (SoTL) for educators. It discusses the research process, including preparing by reviewing literature and developing clear goals and research questions. Appropriate methods like qualitative interviews or quantitative surveys are chosen based on the research questions. The results of the research should be analyzed and discussed to draw meaningful conclusions. Finally, research findings should be shared effectively through presentation or publication. Ethics and obtaining necessary approvals are also addressed. The goal is to help educators situate educational inquiries within a systematic research process to better understand and improve teaching and learning.
Creating successful online learning experiences--Activities
The document discusses creating successful online learning environments and activities. It covers different types of individual and group activities that can be used, including discussion forums, synchronous chat, and tools like Google Docs and wikis. It also addresses providing feedback to students, the importance of clarity in activities, and connecting all elements of a course together through things like discussion topics and getting student feedback.
Creating successful online learning environments--Getting Started
The document discusses creating successful online learning environments. It introduces a workshop on getting started with online courses and discusses checking in with participants about their teaching experiences and what they hope to learn. It also touches on conceptualizing the online learning space and considering where courses fall on the continuum between technology-enhanced, online, and distance learning, as well as knowing students' constraints in terms of time, technology, and distance.
Creating successful online learning experiences--content
The document discusses best practices for creating successful online learning environments and conveying course content online. It provides several guiding questions to help instructors think about their course content and how to enhance it for online delivery. The document recommends using a variety of tools like text, audio, video and screencasts to connect content to activities. It emphasizes using an instructor voice to narrate the content, providing signposts to guide students, and organizing content into manageable learning chunks. Overall, the document offers tips on designing and delivering online content effectively through multimodal tools and a coherent narrative structure.
More from tanbob (9)
Innovation in Higher Education - and other blasts from the past
Innovation in Higher Education - and other blasts from the past
Creating successful online learning experiences--Activities
Creating successful online learning experiences--Activities
Creating successful online learning environments--Getting Started
Creating successful online learning environments--Getting Started
Creating successful online learning experiences--content
Creating successful online learning experiences--content
Recently uploaded
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Recently uploaded (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
Online Classroom or Community in the Making? Instructor Conceptualizations and Presence in Online Discussion Forums
- 1. Online Classroom or Community in the Making? Engaged Participant or Knowledgeable Professor? http://tanbob.wiki.zoho.com/CNIE.html Tannis Morgan BCIT Stephen Carey University of British Columbia
- 8. Theoretical Framework-Activity Theory (Engestrom, 1987)
- 25. William William--247 posts/3 weeks 11 students--1094/3weeks Least active student: 35 Most active student: 127