BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT
Linda Polhemus, Li-Fang Shih, Karen Swan, Jennifer Richardson, University at Albany, United States
WebNet World Conference on the WWW and Internet, in San Antonio, Texas Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study is to develop and implement a coding scheme for analyzing an online discussion for social presence indicators and levels of learning engagement involved in the discussion. Specifically, the coding scheme for affective learning and the design of the rubric for evaluating learning engagement has been developed. In addition to the aforementioned tools, the authors discuss the relationship between the participant's affective use of language and learning engagement. We hypothesis that a person's engagement in learning is a result of their social presence. The presenters contend that, using this study an example, social presence, the affective use of language, is of paramount importance to interactions, the prerequisite of knowledge building and catalyst of higher level of learning engagement.
Polhemus, L., Shih, L.F., Swan, K. & Richardson, J. (2000). BUILDING AFFECTIVE LEARNING COMMUNITY: SOCIAL PRESENCE & LEARNING ENGAGEMENT. In Proceedings of WebNet World Conference on the WWW and Internet 2000 (pp. 800-802). San Antonio, Texas: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
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