Exploring indicators of teaching presence in online learning from older adult learners’ perspectives

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ngoc-Minh Pham, I. Jahnke
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引用次数: 0

Abstract

ABSTRACT Teaching presence is critical to online student success. While progress has been made in conceptualising and researching teaching presence, little is known about how it is experienced by older adult online learners. This article explores teaching presence indicators for older adult learners (55+ years old) in online courses, using the conceptual framework of teaching presence, a dimension of the Community of Inquiry (CoI) framework as a guide. Interview data reveal that (a) not all indicators were experienced equally, (b) multiple representations exist for each of the perceived indicators, and (c) some indicators of the CoI framework were inaccessible or absent from the view of older adults, although they were considered important. This study contributes to advancing a positive learning experience for older adults in online learning. More specifically, it addresses how to design online learning for older adult learners from a teaching presence lens.
从老年学习者的角度探讨在线学习中的教学存在指标
教学存在对在线学生的成功至关重要。虽然在教学存在的概念化和研究方面取得了进展,但对于老年成人在线学习者的体验却知之甚少。本文以教学存在的概念框架(探究共同体(CoI)框架的一个维度)为指导,探讨了在线课程中老年成人学习者(55岁以上)的教学存在指标。访谈数据显示:(a)并非所有指标的体验都是平等的,(b)每个感知指标都存在多重表征,以及(c) CoI框架的一些指标虽然被认为很重要,但在老年人的观点中却无法获得或不存在。本研究有助于促进老年人在线学习的积极学习体验。更具体地说,它讨论了如何从教学存在的角度为老年成人学习者设计在线学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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