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Faculty Perspectives and Practices of Social Presence in Online Post-Secondary Learning Environments
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Faculty Perspectives and Practices of Social Presence in Online Post-Secondary Learning Environments. |
| 개인저자 | Smith, Julie Ann. |
| 단체저자명 | University of Minnesota. Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: University of Minnesota., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 240 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-10A(E). Dissertation Abstract International |
| ISBN | 9780438031395 |
| 학위논문주기 | Thesis (D.Ed.)--University of Minnesota, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Adviser: Joyce A. Strand. |
| 요약 | This study explored the almost 20-year-old Community of Inquiry (CoI) social presence construct through faculty's perspectives and practices of their online teaching. Social presence has many CoI-identified characteristics, but overall it is the |
| 요약 | Data and information gathered were survey respondents' demographics, type and sizes of courses they taught, and responses to qualitative and Likert-scaled questions, as well as interviewees' qualitative responses. These findings were analyzed us |
| 요약 | From the survey and interview responses, patterns arose that social presence is contextually important and can be impacted by class size, instructor course design, the course level (undergraduate versus graduate), subject matter, student's self- |
| 일반주제명 | Higher education. Web studies. Instructional design. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
