instructional scaffolding

ENA connected social presence with stages of cognitive presence in online discussions

Vitor Rolim, Rafael Ferreira, Rafael Dueire Lins, Dragan Gašević

The Internet and Higher Education

ENA modeled 1,747 coded Moodle messages from 81 graduate students across six online course offerings. Affective social presence connected more strongly with higher cognitive-presence phases, while interactive messages connected more with earlier phases of inquiry.

经审核的文章摘要目前以英文提供。