Social Presence in the 21st Century: An Adjustment to the Community of Inquiry Framework

Autor/inn/en	Armellini, Alejandro; De Stefani, Magdalena
Titel	Social Presence in the 21st Century: An Adjustment to the Community of Inquiry Framework
Quelle	In: British Journal of Educational Technology, 47 (2016) 6, S.1202-1216 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12302
Schlagwörter	Inquiry; Online Courses; Educational Technology; Technology Uses in Education; Foreign Countries; Cognitive Processes; Social Influences; Interpersonal Relationship; Blended Learning; Language Teachers; English (Second Language); Professional Continuing Education; Action Research; Uruguay + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Cognitive process; Kognitiver Prozess; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Berufsfeldbezogener Unterricht; Weiterbildung; Projektforschung
Abstract	The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer, identifies teaching, social and cognitive presences as central to a successful online educational experience. This paper presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on continuous professional development programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves "become social." The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this paper puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01