A Team of Instructors' Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC.
暂无分享,去创建一个
William R. Watson | Sunnie Lee Watson | Jennifer C. Richardson | Shamila Janakiraman | W. Watson | S. Watson | S. Janakiraman
[1] Stephanie D. Teasley,et al. Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education , 2014 .
[2] J. B. Arbaugh,et al. Sage, guide, both, or even more? An examination of instructor activity in online MBA courses , 2010, Comput. Educ..
[3] Leslie J. Briggs,et al. Principles of Instructional Design , 1974 .
[4] James T. Flynn,et al. Moocs: Disruptive Innovation and the Future of Higher Education , 2013 .
[5] Laura M. Harrison,et al. MOOCs and Democratic Education. , 2013 .
[6] D. Garrison. ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES , 2019, Online Learning.
[7] Karen Swan,et al. Validating a Measurement Tool of Presen ce in Online Communities of Inquiry , 2008 .
[8] Jennifer C. Richardson,et al. EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION , 2003, Online Learning.
[9] Janice,et al. Reconceptalizing change in the cognitive construction of knowledge , 1998 .
[10] Frank McCluskey,et al. Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses , 2010 .
[11] Peggy A. Ertmer,et al. Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change , 2016 .
[12] P. S. Visser,et al. Attitudes in the social context: the impact of social network composition on individual-level attitude strength. , 2004, Journal of personality and social psychology.
[13] C. Osvaldo Rodriguez,et al. MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. , 2012 .
[14] William R. Watson,et al. Learning outcomes of a MOOC designed for attitudinal change: A case study of an Animal Behavior and Welfare MOOC , 2016, Comput. Educ..
[15] Jennifer C. Richardson,et al. A Constructivist Approach to Online Learning: The Community of Inquiry Framework , 2009 .
[16] William R. Watson,et al. Perceived learning in three MOOCs targeting attitudinal change , 2016 .
[17] Arthur Bangert,et al. The influence of social presence and teaching presence on the quality of online critical inquiry , 2008, J. Comput. High. Educ..
[18] Terry Anderson,et al. E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice , 2016 .
[19] Michael Simonson,et al. Instructional technology and attitude change , 1995 .
[20] D. Garrison,et al. The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. , 2008 .
[21] D. Randy Garrison,et al. Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education , 1999, Internet High. Educ..
[22] D. Garrison,et al. Critical thinking, cognitive presence, and computer conferencing in distance education , 2001 .
[23] Jennifer C. Richardson,et al. Conceptualizing and Investigating Instructor Presence in Online Learning Environments. , 2015 .
[24] S. Watson,et al. Enrolment purposes, instructional activities, and perceptions of attitudinal learning in a human trafficking MOOC , 2016 .
[25] P. Shea,et al. A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses , 2006, Internet High. Educ..
[26] Terry Ann Morris. Exploring Community College Student Perceptions of Online Learning. , 2010 .
[27] D. Randy Garrison,et al. ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT , 2019, Online Learning.
[28] M. R. Leippe,et al. The Psychology of Attitude Change and Social Influence , 1991 .
[29] Heather Kanuka,et al. Interaction and the online distance classroom: Do instructional methods effect the quality of interaction? , 2011, J. Comput. High. Educ..
[30] William R. Watson,et al. Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC , 2016 .
[31] Marek Hatala,et al. Social presence in online discussions as a process predictor of academic performance , 2015, J. Comput. Assist. Learn..
[32] B. Zimmerman. Academic studing and the development of personal skill: A self-regulatory perspective , 1998 .
[33] David B. Mykota,et al. Learner Characteristics as Predictors of Online Social Presence , 2007 .
[34] L. Festinger. A Theory of Social Comparison Processes , 1954 .
[35] Carol Hostetter,et al. Community matters: Social presence and learning outcomes , 2013 .
[36] John W. Creswell,et al. A Concise Introduction to Mixed Methods Research , 2014 .
[37] B. Glaser. The Constant Comparative Method of Qualitative Analysis , 1965 .
[38] A. Hwang,et al. Does "teaching presence" exist in online MBA courses? , 2006, Internet High. Educ..
[39] Marc Clarà,et al. Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology , 2013 .
[40] D. Garrison,et al. Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework , 2010, Internet High. Educ..
[41] Stephen Griffin,et al. Attitude change. , 2001, Nursing standard (Royal College of Nursing (Great Britain) : 1987).
[42] Michael Simonson,et al. Designing instruction for attitudinal outcomes , 1979 .
[43] Shirley Williams,et al. MOOCs: A systematic study of the published literature 2008-2012 , 2013 .
[44] G. Coleman. Educating the public: information or persuasion? , 2010, Journal of veterinary medical education.
[45] Gita Taasoobshirazi,et al. Promoting attitude change and expressed willingness to take action toward climate change in college students , 2012 .