ERIC Number: EJ1102685
Record Type: Journal
Publication Date: 2016-Apr
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1492-3831
EISSN: N/A
Instructor's Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Watson, Sunnie Lee; Watson, William R.; Richardson, Jennifer; Loizzo, Jamie
International Review of Research in Open and Distributed Learning, v17 n3 p54-74 Apr 2016
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.
Descriptors: Large Group Instruction, Online Courses, Teacher Student Relationship, Attitude Change, Teaching Methods, Communities of Practice, Inquiry, Group Discussion, Web Sites, College Faculty, Slavery, Crime, Computer Mediated Communication, Interviews, Content Analysis, Qualitative Research, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A