Strategies to promote social presence in online learning groups
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Published
Jan 1, 2007
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Abstract
Presentation of an example on how to facilitate and encourage socio-emotional learning in groups online. It is proposed to represent a grid mode 'through which groups can evolve and be structured.
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Articles - Special Issue
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References
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Spaltro E., Righi U. (1980), Giochi psicologici, Celuc Libri, Milano.
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Swan K., Shih L-F. (2005), On the nature and development of social presence in online course discussions, Journal of Asynchronous Learning Networks, vol. 9, n..3, 115-136.
Tu C-H. (2002), The measurement of social presence in an online learning environment, International Journal on e-Learning, vol. 1, n. 2, pp. 34-45.
Tu C., McIsaac M. (2002), The relationship of social presence and interaction in online classes, The American Journal of Distance Education, vol. 16, n. 3, pp. 131-150.
Tuffanelli L. (1999), Intelligenze, emozioni e apprendimento, Erickson, Trento.
Vygotskij L.S. (1978), Mind in Society, Cambridge, Massachusetts, Harvard University Press (trad. it.: Il Processo Cognitivo, Torino, Boringhieri, 1978).
Walther J.B. (1992), Interpersonal Effects in Computer-Mediated Interaction: A Relational Perspective, Communication Research, vol.19, pp. 52-90.
Walther J.B. (1996), Computer-Mediated Communication: Impersonal, Interpersonal and Hyperpersonal Interaction, Communication Research, vol.23, pp. 3-43.
Wegerif R. (1998), The social dimension of asynchronous learning networks, Journal of Asynchronous Learning Networks, vol. 2, n. 1, pp. 34-49. h t t p : / / w w w. s l o a n - c . o r g / publications/jaln/v2n1/v2n1_weg erif.asp
Woodill G. (2004), Where is the learning in E-learning? http://www.operitel.com/ publications.aspx
Wotniza M., Volet S. (2005), Origin, direction and impact of emotions in social online learning, Learning and instruction, vol. 15, pp. 449-464.
Bales R.F. (1951), Interaction Process Analysis: A method for the study of small groups, Cambridge: Addison- Wesley Press, Inc.
Baker J.D. (2004), An investigation of relationship among instructor immediacy and affective and cognitive learning in the online classroom, The Internet and Higher Education, vol, 7, pp.1-13.
Berge Z. (1995), Facilitating Computer Conferencing: Recommendations from the field, Educational Technology, vol. 35, n. 1, pp. 22-30.
Beuchot A., Bullen M. (2005), Interaction and interpersonality in online discussion forums, Distance Education, vol. 26, n. 1, pp. 67–87.
Calvani A. (2005), Rete, comunità e conoscenza, Erickson, Trento.
Castagna M. (2001), Role playing, autocasi ed esercitazioni psicosociali, Franco Angeli, Milano.
Casula C. (1997), I porcospini di Schopenhauer, Franco Angeli, Milano.
Clouder L., Dalley J., Hargreaves J., Parkes S., Sellars J., Toms J. (2006), Electronic (re)constitution of groups: Groups dynamics from face-to-face to an online setting, Computer_supported Collaborative Learning, vol. 1, pp. 467-480.
Damasio A. (1996), Descartes’s Error: Emotion, Reason, and the Human Brain, Papermac, London.
Davis M., Danning K. (2000), Online learning: Frontiers in the creation of learning communities, in Proc. of networked learning conference 2000, Lancaster, UK: University of Lancaster, pp. 78–85.
Delfino M., Manca S. (2005), Tra balere e barchette di carta: linguaggio figurato e dimensione socioidentitaria, TD Tecnologie Didattiche, 35, n. 2, pp. 28-41.
Garrison D.R., Anderson T., Archer W., (1999), Critical inquiry in a textbased environment: computer conferencing in higher education, Internet and Higher Education, vol. 2, n. 2-3, pp. 87-105.
Guanawardena C., Zittle F.(1997), Social presence as a predictor of satisfaction within a computer mediated conferencing, American Journal of Distance Education, vol. 11, n. 3, pp. 8-26.
LeDoux J. (1999), The Emotional Brain: The Mysterious Underpinnings of Emotional Life, Phoenix, London.
Licciardello O. (2002), Il piccolo gruppo psicologico, Franco Angeli, Milano.
Liotti G. (2005), La dimensione Interpersonale della coscienza, Carocci, Milano.
Manca S., Delfino M. (2007), Learners’ Representation of their Affective Domain through Figurative Language in a Web-Based Learning Environment, Distance Education, 28, n., pp. 25-43.
Manes S. (1998), 83 giochi psicologici per la conduzione dei gruppi (a cura di), Franco Angeli, Milano. Mason R. (2002), Review of E-learning for Education and Training. On line: http://www.shef.ac.uk/nlc2002/ proceedings/symp/02.htm#02a
O’Regan K. (2003), Emotion and ELearning, Journal of Asynchronous Learning. Networks, vol. 7, n. 3, pp. 78-92.
Quaglino G. P., Casagrande S., Castellano A. (1992), Gruppo di lavoro Lavoro di gruppo, Milano, Cortina.
Romiszowski A.J. (2004), How’s the e-elarning Baby? Factor leading to success or failure of an educational technology innovation, Educational Technology, January-February, vol. 44, n. 1, pp. 5-27.
Rovai A. P. (2002), A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses, Journal of Asynchronous Learning Networks, vol. 6, n. 1. Accessibile alla pagina: http://www.aln.org/publications/ jaln/v6n1/v6n1_rovai.asp
Rovai A. P., Wighting M. J. (2005), Feelings of alienation and community among higher education students in a virtual classroom, The Internet and Higher Education, vol. 8, n. 2, pp. 97-110.
Rourke L., Anderson T. (2002), Exploring social communication in computer conferencing, Journal of Interactive Learning Research, vol.13, n.3, pp. 259-27.
Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (1999). Assessing Social Presence in Asynchronous, Text-Based Computer Conferencing. Journal of Distance Education, vol.14, n.3, pp.51-70. http://cade.athabascau.ca/vol14. 2/rourke_et_al.html
Salmon G. (2000), E-moderating: The key to teaching and learning online, London, UK: Kogan Page.
Spaltro E., Righi U. (1980), Giochi psicologici, Celuc Libri, Milano.
Stacey E. (1999), Collaborative learning in an online environment, Canadian Journal of Distance Education, vol. 14, n. 2, pp. 14-33.
Stacey E. (2002), Social Presence Online: Networking Learners at a Distance, Education and Information Technologies, vol. 7, n. 4, pp. 287-294.
Swan K., Shih L-F. (2005), On the nature and development of social presence in online course discussions, Journal of Asynchronous Learning Networks, vol. 9, n..3, 115-136.
Tu C-H. (2002), The measurement of social presence in an online learning environment, International Journal on e-Learning, vol. 1, n. 2, pp. 34-45.
Tu C., McIsaac M. (2002), The relationship of social presence and interaction in online classes, The American Journal of Distance Education, vol. 16, n. 3, pp. 131-150.
Tuffanelli L. (1999), Intelligenze, emozioni e apprendimento, Erickson, Trento.
Vygotskij L.S. (1978), Mind in Society, Cambridge, Massachusetts, Harvard University Press (trad. it.: Il Processo Cognitivo, Torino, Boringhieri, 1978).
Walther J.B. (1992), Interpersonal Effects in Computer-Mediated Interaction: A Relational Perspective, Communication Research, vol.19, pp. 52-90.
Walther J.B. (1996), Computer-Mediated Communication: Impersonal, Interpersonal and Hyperpersonal Interaction, Communication Research, vol.23, pp. 3-43.
Wegerif R. (1998), The social dimension of asynchronous learning networks, Journal of Asynchronous Learning Networks, vol. 2, n. 1, pp. 34-49. h t t p : / / w w w. s l o a n - c . o r g / publications/jaln/v2n1/v2n1_weg erif.asp
Woodill G. (2004), Where is the learning in E-learning? http://www.operitel.com/ publications.aspx
Wotniza M., Volet S. (2005), Origin, direction and impact of emotions in social online learning, Learning and instruction, vol. 15, pp. 449-464.