Presence in e-learning: theoretical model and perspectives for research

Abstract : This article proposes a model of presence in e-learning that has some similarities with but also some important distinctions from the model of community of inquiry in e-learning (Garrison & Anderson, 2003). It addresses the notion of presence from a different angle, characterizes and specifies it differently. The author outlines the epistemological referents of the model proposed. Then, she describes the interaction processes at work in each of the three dimensions of the model: socio-cognitive presence (1), socio-affective presence (2) and pedagogical presence (3). She also provides a schematic representation of this model. Then, she shows how its three dimensions can be related to each another and presents the main hypotheses that result from these relations. In conclusion, the author outlines that theoretical and empirical research is needed to confirm the relevance of the model proposed, to identify its strengths and to suggest axes for improvement.
Type de document :
Article dans une revue
Journal of Distance Education, 2012, 26 (2), pp.8 -18. 〈http://www.jofde.ca/index.php/jde/article/view/809/1422〉
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https://edutice.archives-ouvertes.fr/edutice-00782612
Contributeur : Annie Jézégou <>
Soumis le : mercredi 30 janvier 2013 - 11:37:43
Dernière modification le : samedi 24 mars 2018 - 01:39:11

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  • HAL Id : edutice-00782612, version 1

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Annie Jézégou. Presence in e-learning: theoretical model and perspectives for research. Journal of Distance Education, 2012, 26 (2), pp.8 -18. 〈http://www.jofde.ca/index.php/jde/article/view/809/1422〉. 〈edutice-00782612〉

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