Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class

被引：84

作者：

Nagel, Lynette ^{[1
]}

Kotze, Theuns G. ^{[2
]}

机构：

[1] Univ Pretoria, Dept Educ Innovat, ZA-0002 Pretoria, South Africa

[2] Univ Pretoria, Dept Mkt & Commun Management, ZA-0002 Pretoria, South Africa

来源：

INTERNET AND HIGHER EDUCATION | 2010年 / 13卷 / 1-2期

关键词：

Large class; e-learning; Higher education; Post-graduate; Peer review; Community of Inquiry; Teaching presence; ENVIRONMENTS;

D O I：

10.1016/j.iheduc.2009.12.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The answer to massification in higher education lies not in paper-behind-glass style e-learning Such courses lack the necessary interaction to ensure success There are perceived tipper limits to where e-learning can be up scaled to accommodate large classes The Community of Inquiry framework provides a convenient instrument to assess the quality of teaching in an online course All three of teaching. social and cognitive presences should be at an acceptable level to maintain successful learning We report on a super-sized class for post-graduate students who received instruction over a distance employing a learning management system anti email for communication By using available functionalities in innovative ways, the one full-time lecturer ensured student engagement Participating in double-blind electronic peer review brought a deeper dimension of learning to the class and augmented the reaching, cognitive and social presences in the class (C) 2009 Elsevier B V All rights reserved

引用

页码：45 / 51

页数：7

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