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Teaching Presence and Social Presence in an Online Course: A Case Study on the Deaf Student Perspective
Teaching Presence and Social Presence in an Online Course: A Case Study on the Deaf Student Perspective
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151113
- ISBN
- 9798382317847
- DDC
- 371
- 서명/저자
- Teaching Presence and Social Presence in an Online Course: A Case Study on the Deaf Student Perspective
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 120 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Brush, Thomas.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약The purpose of this study was to describe d/Deaf and Hard of Hearing (d/DHH) students' and an instructor's perceptions of teaching presence and social presence in online learning environment. A focus on education of underrepresented populations coupled with d/DHH student preference to take online courses creates a need for more research-based best practices addressing the diverse needs students who are d/Deaf or Hard of Hearing (d/DHH).Through the use of a single case-study design, this study explores two elements of the Community of Inquiry framework - teaching presence and social presence - in an online course designed for students who are d/DHH. The unit of analysis was an 8-week, 3 credit, Collaborative Online International Learning (COIL) course specifically designed for d/DHH students in the US and Norway. Through interviews and observation of the course and class interactions, the study generated rich data addressing the instructor's and students' perceptions of teaching presence and social presence in online learning environment.Results of the study show d/DHH students' perceptions towards instructor strategies to set up a collaborative space in online learning environment. The findings of the study suggest that d/DHH students needs are met when a course has clear navigation, and content along with assignment descriptions are delivered in multiple formats (ASL video and text). Students feel welcomed when the Deaf culture is recognized and appreciated and when they're given the opportunity to share about their personal and professional lives. Instructors should proactively address the areas mentioned above to create online collaborative experiences conducive to learning among d/DHH students.
- 일반주제명
- Educational technology
- 일반주제명
- Instructional design
- 일반주제명
- Disability studies
- 키워드
- Deaf
- 키워드
- Online education
- 키워드
- Social presence
- 키워드
- Online course
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382317847
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aAbramenka, Vladimir.▼0(orcid)0000-0001-6270-4220
■24510▼aTeaching Presence and Social Presence in an Online Course: A Case Study on the Deaf Student Perspective
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a120 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Brush, Thomas.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aThe purpose of this study was to describe d/Deaf and Hard of Hearing (d/DHH) students' and an instructor's perceptions of teaching presence and social presence in online learning environment. A focus on education of underrepresented populations coupled with d/DHH student preference to take online courses creates a need for more research-based best practices addressing the diverse needs students who are d/Deaf or Hard of Hearing (d/DHH).Through the use of a single case-study design, this study explores two elements of the Community of Inquiry framework - teaching presence and social presence - in an online course designed for students who are d/DHH. The unit of analysis was an 8-week, 3 credit, Collaborative Online International Learning (COIL) course specifically designed for d/DHH students in the US and Norway. Through interviews and observation of the course and class interactions, the study generated rich data addressing the instructor's and students' perceptions of teaching presence and social presence in online learning environment.Results of the study show d/DHH students' perceptions towards instructor strategies to set up a collaborative space in online learning environment. The findings of the study suggest that d/DHH students needs are met when a course has clear navigation, and content along with assignment descriptions are delivered in multiple formats (ASL video and text). Students feel welcomed when the Deaf culture is recognized and appreciated and when they're given the opportunity to share about their personal and professional lives. Instructors should proactively address the areas mentioned above to create online collaborative experiences conducive to learning among d/DHH students.
■590 ▼aSchool code: 0093.
■650 4▼aEducational technology
■650 4▼aInstructional design
■650 4▼aDisability studies
■653 ▼aDeaf
■653 ▼aOnline education
■653 ▼aSocial presence
■653 ▼aTeaching presence
■653 ▼aOnline course
■690 ▼a0710
■690 ▼a0447
■690 ▼a0201
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160766▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
