Assessing the Effects of Social Presence and Teacher Presence on the Quality of Critical Inquiry for Online Discussions

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Bangert, A. (2006). Assessing the Effects of Social Presence and Teacher Presence on the Quality of Critical Inquiry for Online Discussions. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 840-845). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22151.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Art Bangert, Montana State University, United States

Abstract

Garrison, Archer & Anderson (2000) suggest that social presence and teacher presence are essential for promoting critical discourse within online learning communities. Their adaptation of Dewey's (1993) practical inquiry model was used to operationalize the construct of cognitive presence to test the effects of social presence and teacher presence on cognitive presence. Forty graduate students enrolled in an online version of an introductory graduate-level, educational statistics course were randomly assigned to one of three experimental conditions: control (no social presence or teaching presence), social presence (promotion of group collaboration but no teaching presence) and social presence combined with teaching presence (promotion of collaboration in addition to reflective teaching). Results found that as the social presence combined with teaching presence group posted a significantly greater percentage of responses at the highest level of cognitive presence than either the social presence only group or control group.

Keywords

• Collaboration
• Teachers
• Cognition

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