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ERIC Number: EJ1116967
Record Type: Journal
Publication Date: 2016-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: N/A
Social Presence in the 21st Century: An Adjustment to the Community of Inquiry Framework
Armellini, Alejandro; De Stefani, Magdalena
British Journal of Educational Technology, v47 n6 p1202-1216 Nov 2016
The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer, identifies teaching, social and cognitive presences as central to a successful online educational experience. This paper presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on continuous professional development programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves "become social." The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this paper puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uruguay
Grant or Contract Numbers: N/A