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Olesova, Larisa; Slavin, Margaret; Lim, Jieun – Online Learning, 2016
The purpose of this study was to identify the effect of scripted roles on students' level of cognitive presence in asynchronous online threaded discussions. A quantitative content analysis was used to investigate: (1) what level of cognitive presence is achieved by students' assigned roles in asynchronous online discussions; (2) differences…
Descriptors: Asynchronous Communication, Computer Mediated Communication, Interpersonal Relationship, Statistical Analysis
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Stenbom, Stefan; Hrastinski, Stefan; Cleveland-Innes, Martha – Online Learning, 2016
Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination…
Descriptors: Emotional Response, Inquiry, Interpersonal Relationship, Coaching (Performance)
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Belcher, Alan R.; Hall, Barbara M.; Kelley, Kathleen; Pressey, Keith L. – Online Learning, 2015
The purposes of the research were to (1) examine the relationships between faculty behaviors that promote critical thinking and the resulting critical thinking within peer interaction and (2) identify specific faculty behaviors that result in the highest levels of critical thinking within peer interactions. Using a concurrent embedded mixed…
Descriptors: Teacher Behavior, Critical Thinking, Peer Relationship, Mixed Methods Research
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Hayes, Suzanne; Smith, Sedef Uzuner; Shea, Peter – Online Learning, 2015
As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry…
Descriptors: Online Courses, Metacognition, Communities of Practice, Role
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Rice, Mary F.; Carter, Richard Allen, Jr. – Online Learning, 2016
Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills…
Descriptors: Disabilities, Elementary Secondary Education, Self Control, Online Courses