Exploring presence in online learning through three forms of computer-mediated discourse analysis
Published | 1 May 2019 |
Journal | Distance Education Volume 40, Issue 2, Pages 205-225 |
Country | United States, North America |
ABSTRACT
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 learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments.Keywords | online learning · computer-mediated discourse analysis · teaching presence · social presence · cognitive presence |
CoI focus | Full model |
Data analysis | Transcript analysis |
Published at | Indiana |
Language | English |
Refereed | Yes |
DOI | 10.1080/01587919.2019.1600365 |
Export | BibTex · EndNote · Tagged XML · Google Scholar |
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