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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

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Social and Cognitive Presence in Virtual Learning Environments  Terry Anderson, Ph.D. Canada Research Chair in Distance Education [email_address] Keynote lecture - Chais Conference  Feb. 20, 2007  Open University of Israel
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Social and Cognitive Presence in Virtual Learning Environments

  • 1. Social and Cognitive Presence in Virtual Learning Environments Terry Anderson, Ph.D. Canada Research Chair in Distance Education [email_address] Keynote lecture - Chais Conference Feb. 20, 2007 Open University of Israel
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  • 18. Cognitive Presence Coding Results – Two Graduate level Courses
  • 19. Phases of Cognitive Presence Meyer, K.(2003) Face-to-face versus threaded discussions: The role of time and higher-order thinking – JALN 7(3)
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  • 22. Expressing agreement Expression of emotions Affective Behaviours Use of humor Self-disclosure Complimenting, expressing appreciation Asking questions Referring explicitly to others’ messages. Quoting from others’ messages. Continuing a thread Interactive Behaviours Phatics, salutations Addresses or refers to the group using inclusive pronouns Vocatives Cohesive Behaviours
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  • 26. Comparing COI Online vs Face-to-Face Heckman & Annabi (2005) JCMC 10(2)
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  • 29. Macro-level comments about course content Netiquette Utilizing medium Establishing time parameters Designing methods Setting curriculum Instructional design & organization Indicator Category
  • 30. Assess the efficacy of the process Drawing in participants, prompting discussion Setting climate for learning Encouraging, acknowledging, reinforcing contributions Seeking to reach consensus/understanding Identifying areas of agreement/disagreement Facilitating discussion Indicator Category
  • 31. Inject knowledge from diverse sources, e.g., textbook, articles, internet, personal experiences Diagnose misconceptions Confirm understanding through assessment and explanatory feedback. Summarize the discussion Focus the discussion on specific issues Present content Direct Instruction Indicator Category
  • 32. Teaching Presence results: Percentage of instructor messages
  • 33. Percentage of instructor messages with multiple functions
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  • 37. Additions to Our Work on Presences
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  • 39. Emotional Presence Marti Clevland-Innes and Prisca Campbell (2005) Affect in the Community of Inquiry Model
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