Regulation of learning as Distributed Teaching Presence in the Community of Inquiry framework

dc.contributor.affiliation	João Paz - Universidade Aberta
dc.contributor.affiliation	Alda Pereira - Universidade Aberta
dc.contributor.author	Paz, João
dc.contributor.author	Pereira, Alda
dc.date.accessioned	2020-07-30T22:20:25Z
dc.date.available	2020-07-30T22:20:25Z
dc.date.issued	2015
dc.identifier.uri	http://hdl.handle.net/10125/69174
dc.title	Regulation of learning as Distributed Teaching Presence in the Community of Inquiry framework
dc.type	Conference Paper
dcterms.abstract	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.
dcterms.extent	11 pages
dcterms.rights	Attribution-NonCommercial-NoDerivs 3.0 United States
dcterms.type	Text

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