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A Didactical Design Perspective on Teacher Presence in an International Online Learning Community
Umeå University, Faculty of Teacher Education, Interactive Media and Learning. (ICT, Media and Learning)
2008 (English)In: Tidskrift för lärarutbildning och forskning: Journal of Research in Teacher Education, Umeå: Umeå University , 2008, 93-112 p.Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

This paper is based on a study of the student learning experience in a particular module of an international Masters programme that included a large element of online learning. It builds on earlier work which highlighted the importance of design and development of social infrastructure for supporting the development of an online learning community by revisiting the data from the perspective of a didactical design framework. The overall aims of this study are to consider how, as teachers, we designed and developed teacher presence and how this was achieved in practice from the design of teaching-studying-learning processes through development to interaction in the online learning community.

Place, publisher, year, edition, pages
Umeå: Umeå University , 2008. 93-112 p.
Series
Tidskrift för lärarutbildning och forskning, ISSN 1404-7659 ; 3-4
Keyword
Online learning community, didactical design, social infrastructure, social presence, teacher presence
National Category
Pedagogical Work
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-18314OAI: oai:DiVA.org:umu-18314DiVA: diva2:158554
Available from: 2009-02-04 Created: 2009-02-03 Last updated: 2009-02-04Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf