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The rapid spread of learning networks based on asynchronous written communication — Asynchronous Learning Networks (ALNs) — makes it crucial to assess the possibilities offered by these new environments to facilitate and promote learning processes and learning outcomes. Our interest in this area is specifically directed towards the study of distributed teaching presence understood as the exercise of educational influence, i.e. as the help provided to each other participant in an ALN to promote individual and collective learning. We adopt a multi-method approach that integrates the structural analysis of presence (access and participation) and connectivity (reciprocity and responsiveness) with the content analysis of the participants’ contributions. This article focuses on structural analysis as a relevant and powerful tool for the study of collaborative learning in networking and asynchronous contexts. Its main objective is to show how a relevant and useful system of indicators and profiles, which identify and examine the distribution of educational influence in ALNs, can be constructed. We present the theoretical assumptions surrounding the concept of distributed teaching presence and illustrate the analysis with data from two didactic sequences in higher education. The results show that the structural analysis, when theoretically grounded and oriented, is a powerful tool for identifying different activity profiles related to different levels and modalities of the exercise of educational influence and for assessing the distributed teaching presence in learning networks. Finally, we discuss the benefits and constraints of this kind of analysis. 相似文献
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This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. 相似文献
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