Presencia docente en comunidad de indagación, nuevo artículo en IRRODL

Acabo de descubrir este artículo en el último número de IRRODL. Por la mirada superficial que le pude dar hasta ahora parece abordar dos temas interesantes:

• la aplicación del modelo de COI al análisis de cursos completos – y no solo de discusiones en foros- y
• la consecuente revisión y reformulación de las categorías del modelo -relativas a la presencia docente- a fin de reflejar esa nueva unidad de análisis.

El estudio abarca más de mil unidades de análisis (entre mensajes y documentos) examinadas por dos codificadores.

Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of Measures and Approach

Peter Shea and Jason Vickers
University at Albany, State University of New York, USA

Suzanne Hayes
University at Albany and Empire State College, State University of New York, USA

Abstract

With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion?  Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.

Keywords: Teaching presence; community of inquiry; higher education; content analysis

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