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Exploring the Effects of Video Formats on Teaching, Social, and Cognitive Presence in Asynchronous Online Discussions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Effects of Video Formats on Teaching, Social, and Cognitive Presence in Asynchronous Online Discussions./
作者:	Rudolph, Michelle Rose.
面頁冊數:	1 online resource (197 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9780355983722

Exploring the Effects of Video Formats on Teaching, Social, and Cognitive Presence in Asynchronous Online Discussions.
Rudolph, Michelle Rose.

Exploring the Effects of Video Formats on Teaching, Social, and Cognitive Presence in Asynchronous Online Discussions. - 1 online resource (197 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2018.

Includes bibliographical references

Since student retention in online courses is related to the students' community, this dissertation explores the effect of discussion board prompt format on students' sense of community of inquiry (CoI). The quasi-experimental study design examined the participation levels, sense of CoI (i.e., social, teaching, and cognitive presence), and final grade of nontraditional, fully online undergraduate students in an entry-level graphic design course in the Graphic Arts Department at a fully online college. The study involved 90 undergraduate students in the Graphic Arts Department at a fully online college. The study consisted of four groups: one control group who experienced the text-based discussion prompts and three experimental groups who experienced one of the asynchronous video discussion prompts (i.e., voice-over-presentation, picture-in-picture, or overlay mode). A one-way ANOVA was used to examine if the number of discussion posts made by students was significant different across groups. The same analysis was used to examine whether there was a significant difference in student's final grade among the groups. A one-way multivariate analysis of covariance (MANCOVA) was used to determine if the format of facilitation for weekly discussion prompts in the online courses influenced online, nontraditional undergraduate students' sense of Community of Inquiry (CoI) (i.e., social, teaching, and cognitive presence) while controlling for the CoI pretest. All results were non-significant. Keywords: Community of Inquiry, cognitive presence, social presence, teaching presence, overlay mode, picture-in-picture presentation, voice over presentation attrition, meaningful learning, persistence, retention, and online education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355983722Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Effects of Video Formats on Teaching, Social, and Cognitive Presence in Asynchronous Online Discussions.
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