Literaturnachweis - Detailanzeige
| Autor/inn/en | Courduff, Jennifer; Lee, HeeKap; Cannaday, Jessica |
|---|---|
| Titel | The Impact and Interrelationship of Teaching, Cognitive, and Social Presence in Face-to-Face, Blended, and Online Masters Courses |
| Quelle | In: Distance Learning, 18 (2021) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-4712 |
| Schlagwörter | Conventional Instruction; Blended Learning; Electronic Learning; Graduate Students; Communities of Practice; Inquiry; Cognitive Processes; Social Behavior; Teacher Student Relationship; Multiple Regression Analysis |
| Abstract | Global events have changed the fundamental way teachers teach and students learn in the 21st century. Teacher preparation programs have necessarily offered their programs through varied modalities. One specific framework for teaching in different modalities is the community of inquiry framework (CoI). In this study, we utilized CoI to study differences in teaching, cognitive, and social presence on different course modalities in a teaching program at a university in the southwestern United States. Findings suggest that, regardless of course modality, teaching presence is the most important indicator of student success. (As Provided). |
| Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/distance-learning.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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