Effects of online teaching presence on students' interactions and collaborative knowledge construction.
This study analysed the instructors' teaching presence of three courses conducted by an instructor to explore the effects of the instructors' online teaching presence on students' interactions and collaborative knowledge constructions. Content analysis, social network analysis, and lag sequential an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 3; pp. 370 - 383 |
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| Autores principales: | , |
| Formato: | glossary questions and answers research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=143217448&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 143217448 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2020 vid: 36 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 143217448 143217448 143217448 10.1111/jcal.12408 143217448 ppf: 370 ppct: 13 formats: tig: atl: Effects of online teaching presence on students' interactions and collaborative knowledge construction. aug: au: Wang, Yang Liu, Qingtang affil: School of Educational Information Technology / Hubei Research Center on Informationization in Education, Central China Normal University, Wuhan, China sug: subj: Education, Non-Traditional Teaching Methods Faculty-Student Relations Student Attitudes Communication Collaboration Knowledge Human Funding Source Content Analysis Social Networking Faculty Coding Data Analysis Software Male Female Descriptive Statistics Male Female ab: This study analysed the instructors' teaching presence of three courses conducted by an instructor to explore the effects of the instructors' online teaching presence on students' interactions and collaborative knowledge constructions. Content analysis, social network analysis, and lag sequential analysis were used to explore the mechanism of teaching presence on students' interactions and collaborative knowledge construction. Results demonstrate that the design and organization, as well as facilitating discourse, can facilitate students' interaction, reduce the number of peripheral students, and facilitate students' collaborative knowledge construction, especially in the knowledge sharing, discovery, discussion, and application, whereas direct instruction has positive effects on teachers' centrality and negative effects on knowledge negotiation and testing. The result can give the instructors some guidance on online teaching practices. Lay Description: What is already known about this topic Online learning is pervading higher education.Teaching presence is essential to students' online learning.Interaction and knowledge construction are indicators of online learning. What this paper adds Direct instruction had positive effects on instructor's centrality.Design and facilitating have positive effects on sharing, discovery, and agreement.Direct instruction has negative effects on negotiation and testing.Activity design is essential to students' learning. pubtype: Academic Journal doctype: glossary questions and answers research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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