teaching presence in computer conferencing learning environments effects on interaction, cognition and learning uptake 2015 huahui zhao资料.pdf

该【teaching presence in computer conferencing learning environments effects on interaction, cognition and learning uptake 2015 huahui zhao资料 】是由【小舍儿】上传分享，beplayapp体育下载一共【14】页，该beplayapp体育下载可以免费在线阅读，需要了解更多关于【teaching presence in computer conferencing learning environments effects on interaction, cognition and learning uptake 2015 huahui zhao资料 】的内容，可以使用beplayapp体育下载的站内搜索功能，选择自己适合的beplayapp体育下载，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此beplayapp体育下载到您的设备，方便您编辑和打印。:..BritishJournalofEducationalTechnology(2015)doi::Effectsoninteraction,,second/foreignlanguageassessment,,:,DepartmentofEnglish,UniversityofLiverpool,19-23AbercrombySquare,Liverpool,L697ZJ,:zhao.******@AbstractThisexploratorystudyexaminedhowthelevelandnatureofteachingpresenceimpactedtwoonlineforumdiscussionsfromthreedimensions:participationandinter-action,cognitivepresence,,-,speci?edtoteacherinitiation,rolesofteachingpresenceandmeansofmakingteachingpresence,,peerinteraction,,(Berge,2008;Darabi,Sikorski&Harvey,2006;Salmon,2011;Swan,2001),howtutoractivitiesimpactonlinelearninghasnotbeenwidelyresearched(Arbaugh&Hwang,2006;Baran,Coreia&Thompson,2011).However,al(2011)suggested,-baseddiscus-sionoftherolesofteachingpresenceineffectiveonlinelearning(Anderson,Rourke,Garrison&Archer,2001;Arbaugh&Hwang,2006;Shea,SauLi&Pickett,2006)bythoroughlyanalysingteachermessagesintwoonlineforumsintermsoftherole,natureandimpactofteachingpresenceononlineparticipation,peerinteractionandcognitivedevelopment,throughthelensofmunityofInquiry(CoI)(egdeLeng,Dolmans,J?bsis,Muijtjens&vanderVleuten,2009;Kim,Kwon&Cho,2011;Murphy,2004;Shea&Bidjerano,2009,2010),theCoImodelsuggeststhateffectiveteacherinterventionfacilitatesdevelopingahighlevelofcognitivepresence(Arbaughetal,2008;Garrison,2007;Garrison,Cleveland-Innes&Fung,2010).?2015BritishEducationalResearchAssociation:..2BritishJournalofEducationalTechnologyPractitionerNotesWhatisalreadyknownaboutthistopic?essofonlinelearning.?anisation,facilitatingdiscourse,anddirectinstructionarethethreekeyputerconferencing.?Survey-basedstudiesshowthatthelevelofteachingpresencelargelyaffectsperceivedlearning,learningsatisfactionandinteractionqualityinonlineforums.?Thelevelofcollaborationsigni?cantlydecidestheleveloflearners’?urinonlineforums.?Examinedtheimpactofteachingpresenceontheinteractionprocessandknowledgeconstructiontosubstantiatetheclaimsmadeinsurvey-basedstudies.?Investigatedfactorsfortheeffectivenessofteachingpresenceforonlinelearning.??Thenatureandthemeansofteachingpresencearemorecontributorythanthelevelofteachingpresencetotheeffectivenessofteachingpresence.?Tobestfacilitateonlinecollaborativelearning,teachingpresencemustplaymultifac-etedroles,inparticularinfacilitatingdiscourse.?Differentmeansofperformingteachingpresencebringaboutdifferenteffectivelevelsofteachingpresence.?Instructorsneedtoconsiderthestyleandapproachesofanopeningpostingwhichhavebeenprovedtogreatlyin?(Garrison,Anderson&Archer,1999).Cognitivepresenceconsistsoffourstages,namely,triggeringevents,exploration,integrationandresolution(Garrison,Anderson&Archer,2001).Triggeringeventsidenti?,questioningandexchangeofinforma-?-cantdegreeofsocialpresenceisestablishedbecausesocialpresencedevelopslearners’awarenessofeachother’sexistenceandcontributions(Arnold&Ducate,2006;Garrison&Anderson,2003;al,1999).Garrison(2009)arguesthatsocialpresencere?ectstheabilityofmunicatepurposefullyinatrustingenviron-mentanddevelopinterpersonalrelationshipsbywayofprojectingtheirindividualpersonalities().HisassertionhasbeensubstantiatedintheZhao,SullivanandMellenius(2014)whereinhigherlevelsofcognitivephaseswereobservedtobeassociatedwithanoptimallevelofsocialpresencewhichencouragedparticipation,positivelyshapedthedynamicsofinteractionandtherebypromotedcollaboration.?2015BritishEducationalResearchAssociation:..puterconferencing3TeachingpresenceTeachingpresenceisaprerequisiteforcognitiveprocess,andteachersmustprovidestudentswithstructureandleadershipforstudentstoengageandperformhighlevelsofthinkingandknowledgeconstruction(Garrison&Cleveland-Innes,2005).Inthispaper,weal(2001)al(2001),de?ningteachingpresenceasthedesign,facilitationanddirectionofcognitiveandsocialprocessesforthepurposeofrealisinges(al,2001;al,2001).Thatistosay,mences,astheteacherdesigns,plansandpreparesthecourse,anditcontinuesduringthecourse,astheinstructorfacilitatesthediscourseandprovidesdirectinstructionwhenrequired(al,2001).Byusingthetermteachinginsteadofteacher,thepossibilityofdistributingtheresponsibilitiesandrolesofateacheramongonlineparticipants(includingteachersandlearners)isempha-sised(Akyol,Garrison&Ozden,2009).al(2001)(2003)arguedthatteachingpresencebroughtputerconferencingtogetherinabalancedandfunctionalrelation-es,andtheneedsandcapabilitiesofthelearners().puterconferencingwithassociatedindicators:anisation,facilitatingdiscourse,anddirectinstruction(al,2001;Garrison&Anderson,2003).anisationdescribesteachers’managerialroles(Coppola,Hiltz&Rotter,2002)suchassettingcurriculum,-centredapproachesinonlinelearning(Berge,2008;Salmon,2000;Smith,2005),includingindicatorssuchasseekingtoreachconsensus/understanding,?ectstheteachers’functionascontentfacilitators(Goodyear,Salmon,Spector,Steeples&Tickner,2001),includingsummaris-ingthediscussion,con?rmingunderstandingthroughassessmentandexplanatoryfeedback,?ectionoftheconstituentelementsofteachingputerconferencing(al,2001;Arbaugh&Hwang,2006;,2006).Studiesusingtheserolesinstudentsurveyshavesubstantiatedthatthelevelofteachingpresencesigni?cantlyaffects:(1)onlinelearners’perceivedlearningandlearningsat-isfaction,(2)onlinelearningapproaches,andpossibly,(3)(2001),Sheaetal(2006)observedfrom1067questionnaireresponsesthatstu-anisation,(2008)notedthroughasurveythatstudentswhoperceivedhigherlevelsofteachingpresencealsoperceivedhigherlevelsofperceivedlearning,(2009)al(2010)-Innes(2005)foundthatstudentswithlittleornoinstructorinvolvementshowedeithernoshiftoradropindeep?2015BritishEducationalResearchAssociation:..4BritishJournalofEducationalTechnologyapproachestolearning;bycontrast,studentswithahighlevelofinstructorengagementshowedasigni?,ValanidesandBonk(2003),Pawan,Paulus,YalcinandChang(2003)postulatedthatlowinstructorpar-ticipationandtheabsenceofovertinstructorfacilitationmightleadtoone-wayinteraction,lowlevelsofcognitivephaseandalargenumberofoff-,-(2003,2007),however,-initiatedthreadssigni?(duringorattheendofforums)andtheformsofinstructorpostings(ie,questionsandanswers),(2003,2007),,,thisstudyexaminedhowteachingpresenceimpactedstudentparticipationandpeerinteractiontosubstantiatetheinterdependentrelationshipsbetweenteaching,socialandcognitivepresencesuggestedinsurvey-basedandMazzoliniandMaddison’s(2003,2007),?cientresearchhisaspectbasedondetailedanalysisofdiscussionprotocols,:1Howdidthelevelandnatureofteachingpresencedifferbetweentheforums?2Howdidteachingpresenceaffectparticipationandinteractionintheforums?3Howdidteachingpresenceaffectcognitivepresenceintheforums?4Howdidteachingpresenceaffectknowledgeconstructionviaassimilatingmessagesintheforums?-.-?rsttwotasksofthecoursethatrequiredasynchronouspeerinteractioninonlineforums(eitherinEnglishorSwedish).Noguidancewasgiventostudentsasforhowtoparticipateinonlineforumstogivestudentsmoreautonomy,,aimingatdevelopingstudents’understandingof?2015BritishEducationalResearchAssociation:..--,andafullagreementwasreached,thankstotheclarity