首页> 外文期刊>Journal of interactive learning research >The Centrality of Teaching Presence: Using Multiple Modes to Facilitate Collaborative Active Engagement in A Synchronous Teacher Online Learning Community
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The Centrality of Teaching Presence: Using Multiple Modes to Facilitate Collaborative Active Engagement in A Synchronous Teacher Online Learning Community

机译:在场教学的核心:在同步教师在线学习社区中使用多种模式促进协作积极参与

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摘要

This 10-week, descriptive case study situated within a Masters course of practicing teachers investigated how the teaching presence of a synchronous online learning community facilitated participant active engagement through interaction. Results indicate that while the platform's modes can facilitate some form of interaction when used independently of each other, the teaching presence of the class facilitated an interdependence of the platform's different communicative tools to create an improved environment for active engagement through collaboration. Consequently, the synchronous online course used multiple semiotic modes to collectively engage around course curriculum through two different paths: Interactive Lecture and Interactive Discussion. These findings indicate that the instructors' teaching presence helped shape the course into a learning community in which educators engaged in constructive exchanges, in real time and through various modes, about course content.
机译:这个为期10周的描述性案例研究位于实践老师的硕士学位课程中,旨在研究同步在线学习社区的教学现状如何通过互动促进参与者的积极参与。结果表明,尽管平台的模式在彼此独立使用时可以促进某种形式的交互,但课堂教学的存在促进了平台不同交流工具的相互依存,从而为通过协作创造积极参与的改善环境。因此,同步在线课程使用多种符号模式,通过两种不同的途径共同参与课程设置:交互式讲座和交互式讨论。这些发现表明,教师的教学存在帮助将课程塑造成一个学习社区,在此社区,教育工作者可以实时,通过各种方式就课程内容进行建设性交流。

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