The influence of social presence and teaching presence on the quality of online critical inquiry

被引：61

作者：

Bangert A. ^{[1
]}

机构：

[1] Department of Education, Montana State University, 5971 Bozeman, MT

来源：

Journal of Computing in Higher Education | 2008年 / 20卷 / 1期

关键词：

assessing online inquiry; cognitive presence; computer-mediated conferencing;

D O I：

10.1007/BF03033431

中图分类号：

学科分类号：

摘要：

THIS STUDY EXPLORED the use of Garrison, Anderson, and Archer's (2000) version of Dewey's (1933) practical inquiry model for assessing the influence of social presence and teaching presence on the quality of critical inquiry experienced by online learners. Students (N=33) enrolled in an online version of a graduate-level, educational statistics course were randomly assigned to either a control, social presence, or social presence combined with teaching presence experimental discussion group. Results showed that the social presence combined with teaching presence group posted significantly more responses at the highest levels of cognitive presence than either the control or the social presence discussion groups. © 2008 Springer.

引用

页码：34 / 61

页数：27

共 49 条

[1]

Allen E., Seaman J., Growing by degrees, (2005)

[2]

Learner-Centered Principles: Guidelines for School Redesign and Reform, (1997)

[3]

Arbaugh J.B., An empirical verification of the community of inquiry framework, Journal of Asynchronous Learning Networks, 11, 1, pp. 73-85, (2007)

[4]

Arbaugh J.B., Hwang A., Does "teaching presence" exist in online MBA courses?, Internet and Higher Education, 9, pp. 9-21, (2006)

[5]

Baker J., Instructor immediacy increases student enjoyment, perceptions of learning. Online Classroom, (2003)

[6]

Bangert A.W., The development of an instrument for assessing online teaching effectiveness, The Journal of Educational Computing Research, 35, 3, pp. 227-244, (2006)

[7]

Barrows H.S., Problem-based learning in medicine and beyond: A brief overview, New Directions for Teaching and Learning, 68, pp. 3-12, (1996)

[8]

Bonnett C., Wildemuth B.M., Sonnerwald D.H., Interactivity between protégés and scientists in an electronic mentoring program, Instructional Science: An International Journal of Learning and Cognition, 34, pp. 21-61, (2006)

[9]

Bronack S., Reidl R., Tashner J., Learning in the zone: A constructivist framework for distance education in a 3-dimensional virtual world, Interactive Learning Environments, 14, 3, pp. 219-232, (2006)

[10]

Chickering A.W., Gamson Z.F., Seven principles for good practice in undergraduate education, AAHE Bulletin, 39, 7, pp. 3-7, (1987)

← 1 2 3 4 5 →