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Exploring presence in online learning through three forms of computer-mediated discourse analysis
Zhu, Meina · Herring, Susan C. · Bonk, Curtis J.

Published1 May 2019
JournalDistance Education
Volume 40, Issue 2, Pages 205-225
CountryUnited States, North America

ABSTRACT
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments.

Keywords online learning · computer-mediated discourse analysis · teaching presence · social presence · cognitive presence

CoI focusFull model
Data analysisTranscript analysis
Published atIndiana
LanguageEnglish
RefereedYes
DOI10.1080/01587919.2019.1600365
ExportBibTex · EndNote · Tagged XML · Google Scholar


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