Examining online teaching, cognitive, and social presence for adult students

被引：139

作者：

Ke, Fengfeng ^{[1
]}

机构：

[1] Univ New Mexico, Coll Educ, Albuquerque, NM 87131 USA

来源：

COMPUTERS & EDUCATION | 2010年 / 55卷 / 02期

关键词：

Online learning; Adult students; Community of inquiry; Deep learning; Content analysis; HIGHER-EDUCATION;

D O I：

10.1016/j.compedu.2010.03.013

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors and adult students in diverse course contexts. The study results indicated online instructional design and teaching elements that are crucial prerequisites for a successful online higher educational experience for adult students. The study also informed e-learning designers on the relations between online teaching, cognitive, and social presence. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：808 / 820

页数：13

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