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Social presence in the 21st century: An adjustment to the C ommunity of I nquiry framework
Author(s) -
Armellini Alejandro,
De Stefani Magdalena
Publication year - 2016
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12302
Subject(s) - psychology , cognition , social learning , social cognitive theory , pedagogy , mathematics education , sociology , social psychology , neuroscience
The C ommunity of I nquiry framework, originally proposed by G arrison, A nderson and A rcher, identifies teaching, social and cognitive presences as central to a successful online educational experience. This paper presents the findings of a study conducted in U ruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 E nglish language teachers on continuous professional development programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves “become social.” The research points to social presence as a major lever for engagement, sense‐making and peer support. Based on the patterns identified in the study, this paper puts forward an adjustment to the C ommunity of I nquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests.