Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
Published | 1 September 2003 |
Journal | Language Learning & Teaching Volume 7, Issue 3, Pages 119-140 |
Country | United States, North America |
ABSTRACT
Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of any pedagogy which assumes that good learning is collaborative and that understanding comes through modeling, participation in, and reaction to the behaviors and thoughts of others.This study was conducted with the following objectives: (a) to analyze the patterns and types of collaborative interactions taking place in three online classes; and (b) to use these findings as a guide in the design of instructional interventions. Our goal is to understand the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses. We used Garrison, Anderson, and Archer's (2001) "practical inquiry" model as a framework for the study. Without instructors' explicit guidance and "teaching presence," students were found to engage primarily in "serial monologues." Based on the findings, we propose three intervention strategies that may help instructors increase collaborative interactions in online discussions.
Keywords | language learning · teacher education · collaboration · collaborative interaction · practical inquiry model · serial monologue |
CoI focus | Teaching presence |
Methodology | Mixed Method |
Population | Teacher educators |
Study design | Case study |
Data analysis | Transcript analysis |
Contribution | Methodological |
Study aim | "First, we wanted to analyze the patterns and types of interactions taking place in online classes. Second, we wanted to use these findings to guide us in the design of instructional interventions that could increase collaboration in these courses." |
Finding | "... this study demonstrates the utility of the practical inquiry model, with modifications, in studying collaborative interactions in online discussion forums." |
Language | English |
ISSN | 1094-3501 |
Refereed | Yes |
Rights | CC BY-NC-ND |
DOI | 10125/25217 |
Export | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Investigating student engagement in blended learning settings using experience sampling and structural equation modeling
Manwaring, Kristine C.; Larsen, Ross; Graham, Charles R.; Henrie, Curtis R.; Halverson, Lisa R.
We investigated activity-level student engagement in blended learning classes at the university level. We used intensive longitudinal methodology to collect activity level engagement data throughout a semester for 68 ...
Match: engagement; teaching presence; united states
The Impact of Teaching Presence on Online Engagement Behaviors
Zhang, Huaihao; Lin, Lijia; Zhan, Yi; Ren, Youqun
Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners’ passive, active, constructive, and interactive ...
Match: engagement; teaching presence
Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake
Zhao, Huahui; Sullivan, Kirk P. H.
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 ...
Match: interaction; teaching presence; transcript analysis
Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors
York, Cindy S.; Richardson, Jennifer C.
A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe ...
Match: interaction; united states
Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts
Morgan, Tannis
The community of inquiry framework (Garrison, Anderson, & Archer, 2000 ) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of ...
Match: teaching presence; transcript analysis
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
Shea, Peter; Hayes, Suzanne; Vickers, Jason
With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of ...
Match: teaching presence; united states
Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online-Team-Based Learning
Parrish, Christopher W.; Guffey, Sarah K.; Williams, David S.; Estis, Julie M.; Lewis, Drew
This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based ...
Match: united states
Does "teaching presence" exist in online MBA courses?
Arbaugh, J. B.; Hwang, Alvin
This paper assesses the construct validity of the dimensions of teaching presence, one of three types of presence articulated in Garrison, Anderson, and Archer's [Garrison, D.R., Anderson, T., and Archer, W. (2000). ...
Match: teaching presence; united states
Exploring presence in online learning through three forms of computer-mediated discourse analysis
Zhu, Meina; Herring, Susan C.; Bonk, Curtis J.
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online ...
Match: teaching presence; transcript analysis; united states
Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses
Swan, Karen
This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions ...
Match: interaction; united states