Zhao, H and Sullivan, KPH (2017) Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake. British Journal of Educational Technology, 48 (2). pp. 538-551. ISSN 0007-1013
Abstract
This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 British Educational Research Association. This is the peer reviewed version of the following article: Zhao, H. and Sullivan, K. P.H. (2017), Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake. British Journal of Educational Technology, 48: 538–551. doi: 10.1111/bjet.12383, which has been published in final form at https://doi.org/10.1111/bjet.12383. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 26 Sep 2017 15:11 |
Last Modified: | 29 Dec 2017 01:39 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/bjet.12383 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:121078 |