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Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course

Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course

Xuemei Bai, Xiaoqing Gu
Copyright: © 2021 |Volume: 19 |Issue: 2 |Pages: 14
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781799859253|DOI: 10.4018/IJDET.2021040101
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MLA

Bai, Xuemei, and Xiaoqing Gu. "Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course." IJDET vol.19, no.2 2021: pp.1-14. http://doi.org/10.4018/IJDET.2021040101

APA

Bai, X. & Gu, X. (2021). Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course. International Journal of Distance Education Technologies (IJDET), 19(2), 1-14. http://doi.org/10.4018/IJDET.2021040101

Chicago

Bai, Xuemei, and Xiaoqing Gu. "Group Differences of Teaching Presence, Social Presence, and Cognitive Presence in a xMOOC-Based Blended Course," International Journal of Distance Education Technologies (IJDET) 19, no.2: 1-14. http://doi.org/10.4018/IJDET.2021040101

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Abstract

MOOC participants from different disciplines are becoming increasingly common. This study aims to identify whether students from different genders, online learning experiences, and academic backgrounds in the same course have differences in perception of teaching, social, and cognitive presence. A survey was conducted to investigate the level of these presences that learners perceived in an xMOOC-based blended course using CoI instrument. Results show no significant differences of perceived presences among different genders and online learning experiences. However, significant group differences were observed in perception of social and cognitive presence among students from different academic backgrounds, but no significant group difference was found in teaching presence. The level of cognitive presence perceived by art students in triggering event and resolution stage is lower than that of humanities and science students. The level of social presence perceived by art students on the three subcategories of social presence is lower than that of humanities and science students.

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