Mobile Apps for Teacher Education: Identifying Social, Cognitive, and Teaching Presences in Interactions via WhatsApp
Glenda Gunter, University of Central Florida, United States ; Junia de Carvalho F. Braga, Federal University of Minas Gerais, Brazil, Brazil
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Mobile learning has recently drawn teachers’ attention for its potential to promote learning experiences. Drawing on the Community of Inquiry framework, the researchers analyzed two online teacher education courses in Brazil, with forty participants each, via mobile digital technology, utilizing WhatsApp as the vehicle for communication. The focus of this mixed method study is to identify social, cognitive, and teaching presences in the teachers’ posts during the courses. The findings show evidence of these presences and indicate that emojis play an important role in mobile mediated communication, especially to support participants to keep on task.
Gunter, G. & Braga, J.d.C.F. (2018). Mobile Apps for Teacher Education: Identifying Social, Cognitive, and Teaching Presences in Interactions via WhatsApp. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 200-205). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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