Education Sciences, Journal Year: 2024, Volume and Issue: 15(1), P. 4 - 4
Published: Dec. 24, 2024
This study explores the practices of distributed teaching presence (DTP) to promote students’ shared metacognitive responsibilities in online learning. The DTP included providing explicit instruction on techniques and guiding students label their cognitive discussion. Data were collected through asynchronous discussion a questionnaire survey from 53 enrolled graduate-level course at northeastern private university United States. By analyzing transcripts, presences examined reveal influence interventions learning engagement. Both qualitative quantitative analysis conducted analyze 2557 messages created by students. results showed that use credibly improved presence. We also found behaviors positively associated with peers’ own higher-level implications for research designing facilitating experience are discussed.
Language: Английский