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Fostering Interaction and Social Presence through eCollaboration

Fostering Interaction and Social Presence through eCollaboration

Patricia McGee, Jooyoung Voeller
Copyright: © 2015 |Pages: 31
ISBN13: 9781466664616|ISBN10: 1466664614|EISBN13: 9781466664623
DOI: 10.4018/978-1-4666-6461-6.ch005
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MLA

McGee, Patricia, and Jooyoung Voeller. "Fostering Interaction and Social Presence through eCollaboration." Student-Teacher Interaction in Online Learning Environments, edited by Robert D. Wright, IGI Global, 2015, pp. 89-119. https://doi.org/10.4018/978-1-4666-6461-6.ch005

APA

McGee, P. & Voeller, J. (2015). Fostering Interaction and Social Presence through eCollaboration. In R. Wright (Ed.), Student-Teacher Interaction in Online Learning Environments (pp. 89-119). IGI Global. https://doi.org/10.4018/978-1-4666-6461-6.ch005

Chicago

McGee, Patricia, and Jooyoung Voeller. "Fostering Interaction and Social Presence through eCollaboration." In Student-Teacher Interaction in Online Learning Environments, edited by Robert D. Wright, 89-119. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6461-6.ch005

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Abstract

eCollaboration is an instructional strategy used in online courses in which two or more students work collaboratively at a distance to achieve a pre-determined instructional outcome. In order to work together at a distance, social, cognitive, and teacher presence are required. In this chapter, the authors focus on how social presence informs eCollaboration in the fundamental learning concepts of the strategy, the learning frameworks that support collaborative learning, and for building and supporting learning experiences.

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