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Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the “TeachNet” debates included more cognitive presence codes that indicate higher levels of cognitive processing than in “SL” debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups’ collaboration style became more established with more experience with the tasks. The three critical factors–tool, tasks and group cohesion–that affect cognitive, teaching, and social presence are discussed.

Citation

Traphagan, T.W., Chiang, Y.h.V., Chang, H.M., Wattanawaha, B., Lee, H., Mayrath, M.C., Woo, J., Yoon, H.J., Jee, M.J. & Resta, P.E. (2010). Cognitive, social and teaching presence in a virtual world and a text chat. Computers & Education, 55(3), 923-936. Elsevier Ltd. Retrieved March 25, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.04.003

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Cited By

  1. The Effect of Scaffolding on Achievement and Motivation in a Virtual Problem-Based Learning Environment

    Sungwoong Lee & Fengfeng Ke, Florida State University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2899–2903

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