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ERIC Number: EJ916700
Record Type: Journal
Publication Date: 2011
Pages: N/A
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0830-0445
Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts
Morgan, Tannis
Journal of Distance Education, v25 n1 2011
The Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of "teaching presence". Teaching presence as described by the framework provides insight into the types of interactions instructors make in online teaching, but is less useful in helping to understand the "why's" of instructors' interactive decisions. In this study, activity theory (Engestrom, 1999, 2001) was adopted as a theoretical framework to understand the "why's" of teaching presence, revealing a complex negotiation between instructors as subjects and the mediating components of the activity system. The article suggests that a shift to understanding teaching presence within a sociocultural perspective has important implications for teaching and design, as well as the methodologies inherent in the community of inquiry framework. A sociocultural definition of teaching presence is provided in attempt to provide a broader understanding of this construct. (Contains 4 footnotes, 3 tables, and 2 figures.)
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Europe; South America