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Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

机译:讲师对社会存在,教学存在和态度失调的使用:以态度变化MOOC为例

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This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically.
机译:这项研究调查了MOOC讲师在旨在促进态度变化的MOOC关于人口贩运的态度变化中对社会存在,教学存在和不和谐的使用。研究人员以探究社区(CoI)框架为镜片,探索了MOOC讲师对社会存在和教学存在的利用,并研究了课程中讨论论坛,公告和博客文章中态度失调的促进作用。讲师进入MOOC的想法是作为共同参与者,并做出了促进选择,以解决多种观点和经验的问题。教学设计的重点是建立学习者的协作社区,这通过大量的社会存在指标得到了证明,但是在这三个方面的证据都得到了广泛使用。调查结果对MOOC的讲师策略进行了详细的检查,旨在专注于建立协作学习社区,并且可以为MOOCs的未来教学设计和总体设计以及针对态度变化的MOOCs提供信息。

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