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Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts
ARTICLE

JDE Volume 25, Number 1, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

The Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of "teaching presence". Teaching presence as described by the framework provides insight into the types of interactions instructors make in online teaching, but is less useful in helping to understand the "why's" of instructors' interactive decisions. In this study, activity theory (Engestrom, 1999, 2001) was adopted as a theoretical framework to understand the "why's" of teaching presence, revealing a complex negotiation between instructors as subjects and the mediating components of the activity system. The article suggests that a shift to understanding teaching presence within a sociocultural perspective has important implications for teaching and design, as well as the methodologies inherent in the community of inquiry framework. A sociocultural definition of teaching presence is provided in attempt to provide a broader understanding of this construct. (Contains 4 footnotes, 3 tables, and 2 figures.)

Citation

Morgan, T. (2011). Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts. The Journal of Distance Education / Revue de l'ducation Distance, 25(1),. Athabasca University Press. Retrieved August 17, 2019 from .

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