The shallows and the depths. Cognitive and social presence in blended tutoring

Turula, Anna

doi:10.1080/1475939x.2017.1370388

Cited by 15 publications

(25 citation statements)

References 45 publications

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“…Significant research supports the hypothesis that online elements within course design and/or in supplementary study skills materials provide generally positive influences on student learning (e.g. Turula 2018). In practice, the use of online modalities supports the achievement of two compatible aims; to support students' flexible study options (i.e.…”

Section: Introductionmentioning

confidence: 81%

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

Cox

Eaton

Vanderlelie

et al. 2020

Journal of Interactive Media in Education

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This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative onlinesupported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students' learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018-June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and supplementface-to-faceofferings.

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Section: Introductionmentioning

confidence: 81%

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

Cox

Eaton

Vanderlelie

et al. 2020

Journal of Interactive Media in Education

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show abstract

“…Whiteside (2015) is also critical of the social presence coding scheme, suggesting that its elements should be weighted and more consistent coding protocols to be developed. The present study interprets social presence as a result of an active, dynamic process, which is constructed and co-constructed in discourse by the interacting participants (Remesal & Colomina 2013) and thus can be studied through observation (Siitonen & Olbertz-Siitonen 2013) and discourse analysis (Turula 2018). It sees dynamic social interaction as a sign, as well as a result, of social presence in a group.…”

Section: Community Of Inquiry and Social Presencementioning

confidence: 90%

“…It is built on the assumption that the online learning environment in uences and shapes the educational experience (Garrison 2009). Originally established for asynchronous, text-based computer conferencing in higher education (see Garrison et al 2000), the CoI framework has been applied to the study of various online learning platforms since its creation (Clarke & Batholomew 2014;Kozan 2016;Chen et al 2017;Feng et al 2017;Kovanović et al 2018;Turula 2018).…”

Section: Community Of Inquiry and Social Presencementioning

confidence: 99%

“Nice to get to know you”

Háhn

2020

afinlavk

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Virtual exchange comprises online collaborative activities in facilitated, educational contexts across borders. This paper offers a multimodal approach to the study of social presence in students’ asynchronous online discourse in the context of virtual exchange. It draws on the Community of Inquiry model of online learning (Garrison 2017) and interprets social presence as the dynamic discursive process of social interaction and self-presentation. The data consists of screenshots collected in a closed Facebook group during the first assignment of a Czech-Finnish virtual exchange project in 2017. The study aims to explore how the method of multimodal discourse analysis can be used to describe the three dimensions of social presence. The students’ self-introductory posts, reactions and comments were examined in three modes of meaning-making: the linguistic, the visual and the action mode. The study offers a model for the qualitative multimodal discourse analysis of social presence construction in asynchronous social media interaction.

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“…Discussions about educational technology in higher education need to favor the various learning needs, consider the emotions, feelings, identities, and affections of people (Castañeda & Selwyn, 2018), to highlight the need for social presence (Zou et al, 2021) and cognitive presence (Turula, 2018). In other words, the construction of digital craftsmanship involves digital literacy to confidently use ICTs for work, leisure, and communication (Spante, Hashemi, Lundin, & Algers, 2018).…”

Section: Emotions In Digital Learningmentioning

confidence: 99%

Knowledge Transfer Through Digital Education Technologies in Higher Education

Sousa

Rosa²,

Rodrigues³

et al. 2022

ECKM

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Education is essential for the development of skills and talents that enable people to be productive citizens and active members of society. Traditional modes of education, on the other hand, are no longer enough to fulfill society's complex expectations, as people frequently change occupations, seek new educational possibilities, and struggle to manage life, work, and compete for educational demands (Houlden & Veletsians, 2019). The study's challenge derives from the foregoing: " What Information and Communication Technologies (ICTs) can be used in higher education to foster the learning-teaching process?" As a result of the findings of a literature study, it is now possible to identify information and communication technologies (ITCs) that may be employed in higher education to enhance the learning and teaching process.

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The shallows and the depths. Cognitive and social presence in blended tutoring

Cited by 15 publications

References 45 publications

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

Investigating the Usage and Perceptions of Third-Party Online Learning Support Services for Diverse Students

“Nice to get to know you”

Knowledge Transfer Through Digital Education Technologies in Higher Education

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