Social presence in discussion forums
Keywords:
interacción, presencia en la virtualidad, presencia social,Abstract
We present a progress report of research conducted about online interaction, specifically about the social presence within the discussion forums. This is both, exploratory and descriptive; the second forum that was used for two groups of a continuing education program course, which sought the social construction of knowledge through learning experiences conducted in a virtual learning environment. The theoretical foundation for the analysis proposed in this paper is based on studies by Hirumi (2002), about the types of interaction in virtual environments, and the analysis proposed by Garrison and Anderson (2005), in the field of environmental interactions developing both, virtual and social presences. This report examines the achievement of affective communication, cohesiveness and openness to development of social and cognitive presence in the social construction of knowledge, using the content analysis method proposed by Krippendorff, K. (1990).References
Arango, Martha. (2003). Foros virtuales como estrategia de aprendizaje. Recuperado de http://tic.sepdf.gob.mx/micrositio/micrositio2/archivos/ForosVirtuales.pdf
Barberá, Elena; Badía, Antoni y Mominó, Josep. (2001). La incógnita de la educación a distancia. Barcelona: Horsori.
Becerra, A. (2004). Interacciones en educación en línea. Análisis de las interacciones generadas en foros en línea en una experiencia educativa a distancia (Tesis de Maestría). México: Instituto Latinoamericano de la Comunicación Educativa.
Brito, Vivina. (2004). El foro electrónico: una herramienta tecnológica para facilitar el aprendizaje colaborativo. Edutec-e, núm. 17. http://dx.doi.org/10.21556/edutec.2004.17.532
Cabero, Julio. (1999). Tecnología educativa. Madrid: Síntesis.
De Aguinaga, Patricia; Ávila, Claudia y Barragán, Amelia. (2009). Presencia social, didáctica y cognitiva del docente a distancia. Apertura, vol. 1, núm. 1. Recuperado de http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/115/116
Dirr, P. y Gunawardena, Charlotte. (1995). Enfoque sobre la evaluación de los aprendizajes en educación a distancia II. Cuadernos de Educación a Distancia 3. México: UdeG.
Gálvez, Ana y Tirado, Francisco. (2006). Sociabilidad en pantalla. Un estudio de la interacción en los entornos virtuales. España: UOC.
García, Benilde; Márquez, Luis; Bustos, Alfonso; Miranda, Germán y Mabel, Susana. (2008). Análisis de los patrones de interacción y construcción del conocimiento en ambientes de aprendizaje en línea: una estrategia metodológica. Redie, vol. 10, núm. 1. Recuperado de http://redie.uabc.mx/redie/article/view/179
Garrison, Donn y Anderson, Terry. (2005). El e-learning en el siglo XXI. Barcelona: Octaedro.
Gunawardena, Charlotte. (2003). Social Presence and the Sociocultural Context of Online Education.
Hiltz, Starr. (1994). Education, Innovation, and Technology. En Starr Hiltz (Ed.). The Virtual Classroom: Learning without limits via Computer Networks (pp. 19-29). Norwood, NJ: Ablex Publishing Corporation.
Hine, Christine. (2004). Etnografía virtual. Barcelona: UOC.
Hirumi, Atsusi. (2002). A framework for analyzing, designing and sequencing planned e-learning interactions. Quarterly Review of Distance Education, vol. 3, núm. 2, pp. 141-160. Recuperado de http://bama.ua.edu/~abenson/ail604/hirumiQRDE.pdf
Kearsley, Greg. (1995). The Nature and Value of Interaction in Distance Learning. Proceedings of the Third Distance Education Research Symposium, Penn State University, PA.
Krippendorff, Klaus. (1990). Metodología de análisis de contenido. Teoría y práctica. México: Paidós.
Miranda, Germán. (2004). De los ambientes virtuales de aprendizaje a las comunidades en línea. Revista Digital Universitaria, vol. 5, núm. 10, pp. 2-14. Recuperado de http://www.revista.unam.mx/vol.5/num10/art62/nov_art62.pdf
Pérez, Adolfina. (2002). Elementos para el análisis de la interacción educativa en los nuevos entornos de aprendizaje. Revista Pixel-Bit, núm. 19. Recuperado de http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/880
Sigales, Carles. (2001). El potencial interactivo de los entornos virtuales de enseñanza y aprendizaje en la educación a distancia. Trabajo presentado en el X Encuentro Internacional de Educación a Distancia, Guadalajara, México. Recuperado de http://www.uoc.edu/web/esp/art/uoc/sigales0102/sigales0102.html
Downloads
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.