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Effects on interaction, cognition andlearning uptake: Effects on interaction, cognition andlearning uptake
Umeå University, Faculty of Arts, Department of language studies. University of Liverpool, UK.
Umeå University, Faculty of Arts, Department of language studies.ORCID iD: 0000-0001-9091-6458
2015 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535Article in journal (Refereed) Epub ahead of print
Abstract [en]

This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Place, publisher, year, edition, pages
Keyword [en]
Community of Inquiry, teaching presence, participation and inter-action, cognitive presence, knowledge development, computer conferencing studies
National Category
Educational Sciences
Research subject
Education; educational work
URN: urn:nbn:se:umu:diva-114468DOI: 10.1111/bjet.12383OAI: diva2:895859
Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2016-01-19

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Sullivan, Kirk P H
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