Despite the increasing number of courses taught through teaching and learning dialogues in an online medium, there is little certain knowledge of the factors that influence the educational quality and outcomes of these dialogues. CSCL studies often foreground the cognitive aspects of interactions and thus abstract these away from the social or affective dimensions of online discourse. Consequently, in many CSCL systems participants can only communicate using pre-coded forms focusing on the cognitive aspects of shared knowledge building such as claims, rebuttals, queries and so on. Such codes and systems embed a pre-understanding of knowledge-building which marginalises social and affective dimensions.
In contrast, we suggest that cognitive processes involved in shared knowledge building are inextricably interwoven with the development of a social, collaborative community of enquiry. Also, we argue that the affective and cognitive dimensions of online presence are closely linked, and messages with affective content can be integral to the cyclical process of practical inquiry. The aim of the proposed discussion session is to explore these issues further.
Following an introduction to the issues pertinent to the conversation session, the audience will be divided into smaller teams. Teams will given short excerpts or ‘vignettes’ of online discourse, will be asked to identify social, emotional and cognitive presence and present their analysis. Small groups will also be asked to discuss and share their reflections on:
- the definition of the social, cognitive and emotional dimensions of online presence;
- the function different dimensions of online presence may serve at different stages of the shared knowledge building process;
- ways in which future technologies (the computer environment) may support or encourage participants’ reliance on the three different dimensions.
Presentation slides (993KB PPT)
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