Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Communit...

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Autores principales:	Sunnie Lee Watson, William R Watson, Jennifer Richardson, Jamie Loizzo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	social presence teaching presence attitude change MOOC Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/178cc96a33c543b2a75813620da33b33
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spelling	oai:doaj.org-article:178cc96a33c543b2a75813620da33b332021-12-02T19:20:43ZInstructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC10.19173/irrodl.v17i3.23791492-3831https://doaj.org/article/178cc96a33c543b2a75813620da33b332016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2379https://doaj.org/toc/1492-3831This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically. Sunnie Lee WatsonWilliam R WatsonJennifer RichardsonJamie LoizzoAthabasca University Pressarticlesocial presenceteaching presenceattitude changeMOOCSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	social presence teaching presence attitude change MOOC Special aspects of education LC8-6691
spellingShingle	social presence teaching presence attitude change MOOC Special aspects of education LC8-6691 Sunnie Lee Watson William R Watson Jennifer Richardson Jamie Loizzo Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
description	This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically.
format	article
author	Sunnie Lee Watson William R Watson Jennifer Richardson Jamie Loizzo
author_facet	Sunnie Lee Watson William R Watson Jennifer Richardson Jamie Loizzo
author_sort	Sunnie Lee Watson
title	Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
title_short	Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
title_full	Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
title_fullStr	Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
title_full_unstemmed	Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
title_sort	instructor’s use of social presence, teaching presence, and attitudinal dissonance: a case study of an attitudinal change mooc
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/178cc96a33c543b2a75813620da33b33
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Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

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