Effects of online teaching presence on students' cognitive conflict and engagement

被引：17
作者：
Wang, Yang [1 ]
Stein, David
机构：
[1] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China
来源：
DISTANCE EDUCATION | 2021年 / 42卷 / 04期
基金：
中国国家自然科学基金;
关键词：
online learning; teaching presence; cognitive conflict; learning engagement; SOCIAL PRESENCE; LEARNING ENGAGEMENT; THINKING; IMPACT; INTERACTIVITY; TECHNOLOGY; MANAGEMENT; BEHAVIORS; VALIDITY; FEEDBACK;
D O I：
10.1080/01587919.2021.1987837
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Understanding the role of teaching presence in students' learning can help improve online teaching. This study explored the effects of online teaching presence on students' cognitive conflict and engagement by analyzing three rounds of a course taught with different levels of teaching presence. The participants were 132 students enrolled across the three rounds. Content and lag sequential analysis were used to explore the effects of teaching presence on students' cognitive conflict and learning engagement. The results show that design and facilitation can engage students in reflection and involve them in cognitive conflicts and cognitive engagement (p < .001). Moreover, timely facilitation and direct instruction had no significant effect on students' responses to cognitive conflict. These results illuminate the impact of teaching presence on students' learning engagement through cognitive conflict and provide instructors with practical guidance for online teaching.
引用
收藏
页码：547 / 566
页数：20
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