A Distributed Perspective on the Community-of-Inquiry Framework for Distance Education

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH
Piera Biccard
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引用次数: 1

Abstract

This conceptual paper sets out the community-of-inquiry framework from a distributed perspective. It proposes that considering teaching presence, social presence and cognitive presence from a distributed perspective allows the broadening of the presences to consider the way in which participants, content and tools maintain and advance these presences. Distance education is problematic since the separation of instructor and student necessitates a change of pedagogy. The paper argues that by distributing the typical silos of “teaching” and “learning”, more flexible opportunities are enabled. The distribution of the three presences across participants, content and tools is proposed as one way of mitigating distances in distance education. It is recommended that the proposed model be subject to empirical research to ascertain the usefulness of the model in practice.
分布式视角下的远程教育社区探究框架
这篇概念性论文从分布式的角度阐述了探究社区框架。它提出,从分布式的角度考虑教学在场、社会在场和认知在场,可以扩大在场的范围,考虑参与者、内容和工具维持和推进这些在场的方式。远程教育是有问题的,因为教师和学生的分离需要改变教学方法。本文认为,通过分配典型的“教”和“学”的筒仓,可以实现更灵活的机会。在参与者、内容和工具之间分配这三种存在是缓解远程教育中距离的一种方法。建议对所提出的模型进行实证研究,以确定模型在实践中的有用性。
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
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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