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1.
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.  相似文献   

2.
随着通信技术的发展与教育现代化进程的推进,在线教育得到了广泛的应用。以存在论视角对在线教育进行分析可以发现,在线教育虽然为教育提供了远程在场与知识延展的手段支撑,但同时也面临学生存在空间收缩的危机。远程在场使知识得以延展的同时易出现知识内化片面且断裂的现象;界面化与符号化使知识跨地域传输的同时易导致学生学习成为一种脱节于真实经验与应用的存储。溯其原因在于远程在场存在收缩而导致的学生认知局限,身体缺席而导致的学生主体冲突,技术呈现中的情境残缺而导致的学生片面发展。因此,在线教育应重述“在场”的意义,区分现实与虚拟的课堂,明确虚拟是现实教学的辅助,以真实经验引领虚拟感知。  相似文献   

3.
基于社会性和探究社区理论框架,通过多元回归分析、结构方程模型等数据分析方法,本文探索了社会性、临场感与在线学习满意度之间的关系机制。研究发现,在线教学的社会性能够促进学生的教学临场感、社会临场感和认知临场感,而这三大临场感又能够显著提升学生的在线学习满意度;社会性与在线学习满意度之间存在链式中介效应,即社会性能通过促进教学临场感,进而促进学生的社会临场感,而社会临场感又能够促进学生的认知临场感,最终促进学生的在线学习满意度。研究结果有助于理解社会性学习环境对在线教学效果的影响机制,有助于广大教师开展更高质量的在线教学活动。  相似文献   

4.
Building interpersonal connections in asynchronous online learning is important, but it is harder to achieve compared to face-to-face learning experiences due to its mostly text-based nature. Facebook is a popular social media platform and has been used as an outside-class communication space in formal learning contexts to supplement cognitive and affective aspects of learning. In this study, we used Facebook groups as supplemental social spaces in two asynchronous online master’s-level courses to understand if it impacted students’ perceptions of social presence (i.e., copresence, immediacy, and intimacy), learning interaction with faculty and peers, as well as sociability of the online learning environment. The results indicated that students felt more positively about social presence and learning interactions with other classmates and their instructor and perceived the course as having more sociability after they joined the class Facebook group. Findings have implications for supporting social impression formation in online learning.  相似文献   

5.
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.  相似文献   

6.
“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.

In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden).  相似文献   

7.
在线论坛对整个远程开放学习环境价值的提升具有很大的潜力。研究、分析放大学四个院系所开设20多门课程的100多个在线论坛,目的是阐述在线论坛与其他教学方法相结合时所起的积极作用。使用探究社群模型来评估论坛内容的有效性,对社交场感、认知存在和教学存在进行检查。研究表明,在线论坛对马来西亚开放大学混合学习环境下的学习作出了重大贡献。  相似文献   

8.
This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined that social presence does not impact satisfaction directly. However, the study concludes that while social presence is related to student satisfaction, its impact is not direct but rather mediated by cognitive absorption. In addition, the study clarified the impact of students’ interest on social presence, cognitive absorption, and satisfaction. The results of this study indicate that interest affects social presence and satisfaction directly. Additionally, interest appears to influence satisfaction indirectly through social presence and cognitive absorption. Contrary to expectations, this study did not reveal any significant relationship between interest and cognitive absorption.  相似文献   

9.
Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an environment for digital identity formation and providing social and emotional presence. Based on this phenomenon, the importance of identity formation as a sociological and psychological process was explained throughout this study. Following that, social networks as digital social ecosystems and learning environments in which self-actualization, self-presentation, and self-disclosure of the individuals were discussed and their necessity as well as their potential for social and emotional presence was explained to better understand social networks. Besides, social networks and “Facebook” as a case were examined. Within this perspective, the purpose of this study was to explore online social networks with an emphasis on learning; to put forward its educational premises; and to analyze digital identity formation, social presence, and emotional presence in social networks.  相似文献   

10.
Students’ demand for online learning continues. At the same time, results of multiple studies from the early 2000s through the present day point to a set of common concerns that may explain faculty members’ hesitation and resistance to online teaching. However, less is known about how faculty members experience online teaching, especially the “essential elements” of work that the literature shows relate to positive workplace outcomes. Essential elements of work, as defined by Gappa, Austin, and Trice (2007) include flexibility and balance, academic freedom and autonomy, professional relationships, and professional growth. Findings from interviews with 19 faculty members showed that online teaching simultaneously enabled and frustrated faculty’s experiences of the “essential elements.” We recommend ways in which administrators can address these frustrations and highlight the positive aspects of online teaching.  相似文献   

11.
Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education.  相似文献   

12.
A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed.  相似文献   

13.
ABSTRACT

The community of inquiry (CoI) framework is becoming increasingly popular in online learning. The relationships among CoI constructs (cognitive, teaching and social presences) were generally investigated through surveys. However, some methodological challenges were noticed in CoI studies such as the limitations in data diversity or data verification. Hypothesising that learners’ perceptions about CoI constructs may not reflect their actual behaviours, this study matches students’ perceptions and actual behaviours reflecting the CoI constructs in an online learning setting in a synchronous online undergraduate programme. Data from CoI surveys, online discussion records and observations were comparatively discussed. The results indicated that relationships between the behaviours and perceptions about CoI constructs were quite positive and students’ perceptions about CoI constructs almost matches with their actual behaviours. Thus, the study confirmed the power of determining the interactions reflecting CoI constructs in online learning within CoI surveys. It is hoped that the study may shed a light with its contribution in providing some evidence for the question of whether conventional data collection techniques in CoI studies is required to be revisited or not.  相似文献   

14.
Online privacy may critically impact social presence in an online learning environment. This study examined how online privacy affects social presence in online learning environments and whether e-mail, bulletin board, and real-time discussion affect online privacy. Mixed methods were used to examine the relationship between social presence and privacy. The participants rated computer-mediated communication (CMC) with a high degree of social presence, but the quantitative correlation between social presence and privacy failed to reach significance. Participants shared personal information on CMC knowing that it was risky because the medium lacked security despite the perceived high levels of social presence. This contradictional phenomenon can be explained as “risk-taking” behavior. Among three CMC systems, e-mail was ranked as the most private and followed by one-to-one real-time discussion, then many-to-many real-time discussion. Bulletin board was considered to afford the least privacy.  相似文献   

15.
Abstract: Students must be prepared to lead a diverse workforce. The objective of this study was to establish a teaching method that helps students identify barriers to food safety while working in a simulated environment with communication barriers. This study employed a perspective taking exercise based upon the principles of social learning theory. Students were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English and employees were provided with the recipe and instructions in an abstract, non‐English language. Students were instructed to prepare the recipe in silence using only nonverbal communication methods. Three teaching techniques were employed under this scenario to determine the most effective method of instruction. For the 1st method (Barrier Identification), students were asked to complete an open‐ended survey concerning their communication barriers in regards to food safety. Next (Modeling through Pictures), recipe books with pictures of each recipe with food safety icons were provided to half of the participants. In the 3rd scenario (Observation), students were videotaped to identify communication techniques and to identify common food safety violations. Lastly, a focus group was conducted, whereby students were required to reflect upon the experiment in order to identify specific food safety barriers. Students identified communication challenges to food safety and developed techniques to help overcome language barriers. However, the use of pictures did not increase the frequency of proper food handling procedures. This study found that a combination of gestures and demonstrations were the most valuable nonverbal forms of training.  相似文献   

16.
The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students’ levels of cognitive presence in online discussions. Students’ discussion postings were collected and categorized according to the four levels of cognitive presence: triggering events, exploration, integration, and resolution. The data were analyzed using quantitative content analysis and nonparametric statistics. Results revealed that students’ responses to questions based on the PIM resulted in higher levels of students’ cognitive presence—integration of ideas and resolution of problems—compared with the responses based on the regular (playground) questions. These results suggest that instructors can use the PIM as a guiding framework to design questions that may influence cognitive presence in online discussions.  相似文献   

17.
This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education.  相似文献   

18.
《中国学生发展核心素养》提出"全面发展的人"的培养目标,学科教师要在课程实施中落实学生核心素养的发展。基于核心素养的中学英语文学阅读教学实践从语言学习、认知发展、社会生活三方面促进学生的发展。在语言学习目标层面,学生在准确理解故事文本基础上,通过准确拼读、流利朗读、正确复述、互动讨论、创新表演、创意写作等系列活动,提高语言理解、赏析和创意表达能力;在认知发展层面,学生在语言交流活动中培养思维的逻辑性、批判性和创新性,掌握语言知识学习策略,提升分析和解决问题能力、元认知能力;在社会生活层面,学生通过一系列阅读、思考和创作分享活动,形成正确的人生观、价值观,培养自尊、自信、自强的良好品格,学会做人、做事,提高文明素养和社会责任感。  相似文献   

19.
情感是人的思想政治品德形成过程中的重要环节,为了促进学生的全面发展,“思想道德修养与法律基础”课教学中应结合课程的性质以及学生的情感状况,来确定课程情感教育的基本内容。通过培养教师的情感素养、创设教育情境、实践活动积极引导等方式,改进教学,以达到增强学生自尊和自信、培养学生的社会责任感、丰富学生道德情感、提升学生职业荣誉感和责任感的目的。  相似文献   

20.
网络学习社区交互文本编码体系的设计及应用   总被引：2，自引：0，他引：2  
互联网的飞速发展使网络学习成为人们越来越普遍的学习方式，已有的研究和实践均表明，交互是影响网络学习效果的重要因素。当前，网络交互形式主要集中在文本交互上，因此，分析交互文本也就成了探讨网络学习中交互效果的重要视角。本论文从网络学习社区的特征入手，设计了一套从认知存在、社会存在和教学存在三方面来分析讨论区中交互文本的编码体系，然后利用这套编码体系，对两门混合式学习课程的交互文本进行了内容分析，并提出了指导意见。经过初步证实，这套编码体系能够比较全面地解释在线课程讨论区中的交互效果以及存在的问题，而且编码体系简约、过程简易，且具有可操作性。  相似文献   

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