ePresence – a Key to Success in Online Education and Tutoring?
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Kleimola, R. & Leppisaari, I. (2008). ePresence – a Key to Success in Online Education and Tutoring?. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3430-3439). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28860.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
June 30, 2008
Joseph Luca & Edgar R. Weippl
More Information on EDMEDIA
Table of Contents
Many studies indicate that teachers and students consider meaningful online tutoring to comprise mutual activeness and especially presence. An ability to create a sense of presence is linked to a teacher’s level of expertise. This research paper examines how online teachers express and realise ePresence in online environments from a cognitive, teaching and social perspective. How can ePresence be further strengthened in tutoring and does a reflection tool developed in AVERKO create new possibilities for this? The results indicate that establishing social presence in online education and tutoring is more challenging than establishing cognitive and teaching presence. According to the study, the reflection tool activates teachers to discover new insights from guidance and supports the development of a community of inquiry. It also makes it possible to discover new methods and forms for strengthening ePresence and the development of a community of inquiry.
- The Benefits and Limitations of Online Group Work in a Teacher Education Program
- Factors Affecting Asynchronous Discussion in a Graduate Education Course
- An Analysis of the Use of Roles for Online Discussions in a Higher Education Onlne Graduate Course
- Instructional Design Considerations for Science E-Learning
- The Connected Learning Space
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- Toward a Taxonomy of Distributed Learning Delivery Modes
- Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
- Meeting Technology Requirements in Newly Structured Teacher Preparation Program
- Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
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