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Cognitive Presence

Essential Elements in Designing Online Discussions to Promote Cognitive Presence — A Practical Experience

Author Information
Author(s):
Yu-mei Wang
Author(s):
Victor Der-Thanq Chen
Institution(s) or Organization(s) Where Research Occured:
School of Education, University of Alabama at Birmingham
Institution(s) or Organization(s) Where Research Occured:
National Institute of Education, Nanyang Technological University, Singapore

One of the more challenging aspects of teaching online is promoting content-focused, collaborative dialogue among students.


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Understanding and Fostering Interaction in Threaded Discussion

Author Information
Author(s):
Robert S. Williams, English Language Institute
Author(s):
Rachel Humphrey
Institution(s) or Organization(s) Where Research Occured:
The American University in Cairo
Institution(s) or Organization(s) Where Research Occured:
The University of Essex

This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of


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A Follow-Up Investigation of "Teaching Presence" in the SUNY Learning Network

Author Information
Author(s):
Peter J. Shea, State University of New York
Author(s):
Alexandra M. Pickett, State University of New York
Author(s):
William E. Pelz, State University of New York
Institution(s) or Organization(s) Where Research Occured:
SUNY Learning Network

This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN) [1].


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Online Collaboration Principles

Author Information
Author(s):
D. R. Garrison
Institution(s) or Organization(s) Where Research Occured:
University of Calgary

This paper uses the community of inquiry model to describe the principles of collaboration.


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