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 August 9, 2024 from https://www.learntechlib.org/p/66889/.

Keywords

• Cognitive Processes
• Computer Assisted Instruction
• computer mediated communication
• Computer Simulation
• computer-mediated communication
• content analysis
• Cooperation
• Cooperative/collaborative learning
• Debate
• distance education
• Distance education and telelearning
• educational technology
• Group Dynamics
• Instructional Effectiveness
• Interactive Learning Environments
• Interviews
• Persuasive Discourse
• role playing
• Simulated Environment
• Surveys
• Synchronous Communication
• virtual reality