Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model
Henry Gillow-Wiles, Southern Oregon University, United States ; Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This cross-case descriptive study suggests a model for designing online courses that supports the development and growth of communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants developed ideas and formed relationships in small groups, then presented their ideas to the larger, whole class group. This dynamic group interaction structure provided the participants with the space to develop social presence that transitioned to cognitive discourse. Analysis of the forum postings revealed the depth of the participant interaction and suggested that their community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.
Gillow-Wiles, H. & Niess, M. (2017). Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2327-2335). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)
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