Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Sunnie Watson, Purdue University, Assistant Professor ; William Watson, Jennifer Richardson, Purdue University, Associate Professor. ; Jamie Loizzo, University of Nebraska Lincoln, Assistant Professor
IRRODL Volume 17, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically.
Watson, S., Watson, W., Richardson, J. & Loizzo, J. (2016). Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC. The International Review of Research in Open and Distributed Learning, 17(3),. Athabasca University Press.
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