Investigating teacher presence in courses using synchronous videoconferencing

Autor:	Dorit Maor, Andrew McConney, Nicole Rehn
Rok vydání:	2016
Předmět:	Multimethodology 05 social sciences Perspective (graphical) Distance education 050301 education 050801 communication & media studies computer.software_genre Focus group Education Likert scale 0508 media and communications Videoconferencing Immediacy Pedagogy Technology integration Mathematics education Psychology 0503 education computer
Zdroj:	Distance Education. 37:302-316
ISSN:	1475-0198 0158-7919
DOI:	10.1080/01587919.2016.1232157
Popis:	This research examines teacher presence in high school distance courses that are delivered by synchronous videoconference. In rural and remote areas, many school districts are using videoconferencing as way to reach dispersed students. This collective case study uses mixed methods to unpack the notion of presence from the perspective of teachers and their students. This study reports four key findings which have implications for building presence in a videoconference course: teachers’ confidence and experience aligned with higher presence; teaching videoconference and face-to-face classes simultaneously led to challenges with developing presence; immediacy behaviors correlated with higher presence; and, students’ learning preference related to perceived teacher presence. These findings confirm many of the issues raised in the literature about technology integration but also contribute new perspectives on teaching presence in a videoconference.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::1b251ba7b3b36038f27b35ffb9fbafea https://doi.org/10.1080/01587919.2016.1232157 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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