Learning design to design learning: An exploratory study of teacher educators developing their online teaching presence

Virtual Paper ID: 56726
  1. aaa
    Josephine Prado
    University of Alabama at Birmingham
  2. aaa
    Mary Earley
    University of Alabama at Birmingham
  3. aaa
    Susan Spezzini
    University of Alabama at Birmingham

Abstract: Since the turn of the 21st century, computer-mediated technologies have transformed distance education to create technologically enhanced activities that promote myriad learning communities of shared knowledge that flows through a network of humans and artifacts, making virtual learning spaces ubiquitous. Course instructors have access to technological tools that create engaging virtual learning spaces, afford learners opportunities invest in the learning process by interacting with classmates through academic and socially oriented activities. Although the Community of Inquiry (CoI) Framework uses social, cognitive, and teaching presence to measure the educational experience, teaching presence has a profound impact on the learner’s sense of community and overall satisfaction with the learning experience, affecting both social and cognitive presence. As a Work-in-Progress, this project aims to explore and document the learning process of teacher educators from one masters’ program as they develop their online teaching presence while transitioning courses to become fully online.

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