A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC

This case study examined a team of instructors’ use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors’ use of social...

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Autores principales:	Sunnie Lee Watson, William R. Watson, Shamila Janakiraman, Jennifer Richardson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	social presence teaching presence attitudinal learning dissonance MOOC Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d4aaf8298b444cbeb60a1d128a75c79b
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spelling	oai:doaj.org-article:d4aaf8298b444cbeb60a1d128a75c79b2021-12-02T18:03:01ZA Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC10.19173/irrodl.v18i2.26631492-3831https://doaj.org/article/d4aaf8298b444cbeb60a1d128a75c79b2017-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2663https://doaj.org/toc/1492-3831This case study examined a team of instructors’ use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors’ use of social presence and teaching presence by applying the Community of Inquiry (CoI) framework, as well as the establishment of attitudinal dissonance within the announcements and discussion forums. The instructors entered the MOOC as a collaborative facilitation team and created a highly balanced manner of communication and positive atmosphere within the course. The instructional design focused on creating an informative and knowledgeable network of global learners that would agree that animal welfare was a critical social issue in today’s society. These course goals and facilitation intentions were demonstrated through a high number of social and teaching presence indicators, with a significant use of all social presence, teaching presence, and attitudinal dissonance categories in evidence. The results present a review of an instructional team’s facilitation that focused on shaping attitudes about the topic of animal behaviour and welfare within a MOOC. We conclude by providing insights into instructional design and facilitation of MOOCs in general or attitudinal learning specifically. Sunnie Lee WatsonWilliam R. WatsonShamila JanakiramanJennifer RichardsonAthabasca University Pressarticlesocial presenceteaching presenceattitudinal learningdissonanceMOOCSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	social presence teaching presence attitudinal learning dissonance MOOC Special aspects of education LC8-6691
spellingShingle	social presence teaching presence attitudinal learning dissonance MOOC Special aspects of education LC8-6691 Sunnie Lee Watson William R. Watson Shamila Janakiraman Jennifer Richardson A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
description	This case study examined a team of instructors’ use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors’ use of social presence and teaching presence by applying the Community of Inquiry (CoI) framework, as well as the establishment of attitudinal dissonance within the announcements and discussion forums. The instructors entered the MOOC as a collaborative facilitation team and created a highly balanced manner of communication and positive atmosphere within the course. The instructional design focused on creating an informative and knowledgeable network of global learners that would agree that animal welfare was a critical social issue in today’s society. These course goals and facilitation intentions were demonstrated through a high number of social and teaching presence indicators, with a significant use of all social presence, teaching presence, and attitudinal dissonance categories in evidence. The results present a review of an instructional team’s facilitation that focused on shaping attitudes about the topic of animal behaviour and welfare within a MOOC. We conclude by providing insights into instructional design and facilitation of MOOCs in general or attitudinal learning specifically.
format	article
author	Sunnie Lee Watson William R. Watson Shamila Janakiraman Jennifer Richardson
author_facet	Sunnie Lee Watson William R. Watson Shamila Janakiraman Jennifer Richardson
author_sort	Sunnie Lee Watson
title	A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
title_short	A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
title_full	A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
title_fullStr	A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
title_full_unstemmed	A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC
title_sort	team of instructors’ use of social presence, teaching presence, and attitudinal dissonance strategies: an animal behaviour and welfare mooc
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/d4aaf8298b444cbeb60a1d128a75c79b
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A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC

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