Studying a Synchronous Online Course Using a Community of Inquiry Framework [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Choppin, Jeffrey; Amador, Julie; Callard, Cynthia; Carson, Cynthia
Titel	Studying a Synchronous Online Course Using a Community of Inquiry Framework [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Synchronous Communication; Online Courses; Communities of Practice; Rural Education; Mathematics Teachers; Faculty Development; Cognitive Processes; Social Behavior; Middle School Teachers + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Community; Ländliche Erwachsenenbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Social behaviour; Soziales Verhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	We studied two iterations of an online course provided to rural mathematics teachers. The online courses, which involved primarily synchronous activity, emphasized high-leverage discourse practices. We applied a community of inquiry framework, which emphasizes deep intellectual work, and its three tenets: cognitive presence, social presence, and teaching presence. We adapted the framework by creating a category on content-related interactions and by using mediating processes from our conjecture maps (e.g., Sandoval, 2014) to characterize cognitive presence. The adapted framework allowed us to notice substantive differences between the course iterations, especially in relation to teaching presence and cognitive presence. The implications of the study are that the framework helps us gauge the efficacy of synchronous online interactions and to better gauge goals for future iterations of the course. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01