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How Present Are You? Best Practices in Improving Social, Teaching, and Cognitive Presence in Online Graduate Education
PROCEEDING

, Johns Hopkins University/DoD, United States ; , Johns Hopkins University, United States

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

Presence is defined as the interplay between thought, emotion and behavior online (Lehman & Conceição, 2010). Using the Community of Inquiry framework (Garrison, Anderson, and Archer, 2000) as a collaborative constructivist approach to online learning, a Johns Hopkins University Graduate Education course is examined as a case study for the three interdependent elements: social, teaching and cognitive presence. Balancing all three presences in a rigorous online course can seem overwhelming. This interactive session offers practical methods discovered through application of empirical research as to what is most effective before, during and after the online course to increase interaction and model innovative collaboration in a shared online environment.

Citation

Robey, R. & Crago-Spangler, C. (2017). How Present Are You? Best Practices in Improving Social, Teaching, and Cognitive Presence in Online Graduate Education. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 537-539). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

References

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