Teaching Presence in Online Discussions: Implications for Design
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| Title: | Teaching Presence in Online Discussions: Implications for Design |
|---|---|
| Language: | English |
| Authors: | Mary Quest |
| Source: | Journal of the Scholarship of Teaching and Learning. 2025 25(3). |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Student Relationship, Interpersonal Communication, Computer Mediated Communication, Online Courses, Communities of Practice, Cooperative Learning, Teacher Role, Curriculum Design, Facilitators (Individuals), College Faculty, Undergraduate Students |
| ISSN: | 1527-9316 |
| Abstract: | This case study examines online discussions using Activity Theory to understand the contributions of individuals to the process of socially constructing knowledge within groups. The Community of Inquiry model integrates social, cognitive, and teaching presence within online discussions. While it is recognized that each participant can contribute to group learning, teaching presence on the part of students is rarely examined. How does teaching presence on the part of individuals contribute to the social construction of knowledge in online discussions? A total of 334 messages from 27 participants are coded for evidence of presence at the individual level and phases of construction of knowledge at the group level, allowing for multi-level comparative analyses. Data reveal that students do engage in teaching presence within online discussions, and that this is beneficial for the social construction of knowledge. This has implications for the design of online discussions and for instructor presence within discussions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487274 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Presence in Online Discussions: Implications for Design – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mary+Quest%22">Mary Quest</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2025 25(3). – Name: Avail Label: Availability Group: Avail Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1527-9316 – Name: Abstract Label: Abstract Group: Ab Data: This case study examines online discussions using Activity Theory to understand the contributions of individuals to the process of socially constructing knowledge within groups. The Community of Inquiry model integrates social, cognitive, and teaching presence within online discussions. While it is recognized that each participant can contribute to group learning, teaching presence on the part of students is rarely examined. How does teaching presence on the part of individuals contribute to the social construction of knowledge in online discussions? A total of 334 messages from 27 participants are coded for evidence of presence at the individual level and phases of construction of knowledge at the group level, allowing for multi-level comparative analyses. Data reveal that students do engage in teaching presence within online discussions, and that this is beneficial for the social construction of knowledge. This has implications for the design of online discussions and for instructor presence within discussions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1487274 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 Subjects: – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Interpersonal Communication Type: general – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Communities of Practice Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Facilitators (Individuals) Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Undergraduate Students Type: general Titles: – TitleFull: Teaching Presence in Online Discussions: Implications for Design Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mary Quest IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1527-9316 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: Journal of the Scholarship of Teaching and Learning Type: main |
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