Regulation of learning as distributed teaching presence in the community of iInquiry framework

Paz, João; Pereira, Alda

http://hdl.handle.net/10400.2/9912

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Authors

Paz, João

Pereira, Alda

Abstract(s)

The paper proposes Regulation of Learning as a new category of Teaching Presence in the Community of Inquiry framework. This framework states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence, Cognitive Presence and Teaching Presence. The paper addresses the debate about the completion of the model, proposes the addition of a new category of Teaching Presence and the rationale that supports it and presents the resulting enhanced analytical model of Teaching Presence developed to study, through content analysis, the online interactions in a course. Preliminary results of a study where this enhanced Teaching Presence construct was used enabled us to draw some conclusions about the educational activities where the new category will have more probability to appear and its distribution among the participants.

Keywords

Community of Inquiry (CI) Teaching presence Regulation of learning

URI

http://hdl.handle.net/10400.2/9912

Citation

Paz, J., Pereira, A. (2016). Regulation of Learning as Distributed Teaching Presence in the Community of Inquiry Framework, International Journal of Educational Media and Technology, 10 (2), 52-60.