Cognitive, social and teaching presence in a virtual world and a text chat

被引：47

作者：

Traphagan, Tomoko Watanabe ^{[1
]}

Chiang, Yueh-hui Vanessa ^{[2
]}

Chang, Hyeseung Maria ^{[4
]}

Wattanawaha, Benjaporn ^{[2
]}

Lee, Haekyung ^{[2
]}

Mayrath, Michael Charles ^{[3
]}

Woo, Jeongwon ^{[2
]}

Yoon, Hyo-Jin ^{[2
]}

Jee, Min Jung ^{[2
]}

Resta, Paul E. ^{[2
]}

机构：

[1] Univ Texas Austin, Div Instruct Innovat & Assessment, Austin, TX 78712 USA

[2] Univ Texas Austin, Coll Educ, Austin, TX 78712 USA

[3] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA

[4] Korean Educ Dev Inst, ICCS Korea Team, Ctr Int Educ Dev & Cooperat, Seoul 137791, South Korea

来源：

COMPUTERS & EDUCATION | 2010年 / 55卷 / 03期

关键词：

Computer-mediated communication; Cooperative/collaborative learning; Distance education and telelearning; Interactive learning environments; Virtual reality; IMPACT;

D O I：

10.1016/j.compedu.2010.04.003

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups' collaboration style became more established with more experience with the tasks. The three critical factors-tool, tasks and group cohesion-that affect cognitive, teaching, and social presence are discussed. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：923 / 936

页数：14

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