The teaching presence in a virtual educational forum
This article aims to analyze the pedagogical mediation in an educational forum of a course in the distance modality through the conception of socio-cultural-historical human development that has Vygotsky (1934/2008) as its main representative, and for whom the activity is mediated through the develo...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Linha D'Água (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.usp.br:article/47725 |
| Acceso en línea: | https://www.revistas.usp.br/linhadagua/article/view/47725 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogical mediation Discussion forum Distance education Online education Teaching Presence. mediação pedagógica fórum de discussão educação a distância educação online presença de ensino |
| Sumario: | This article aims to analyze the pedagogical mediation in an educational forum of a course in the distance modality through the conception of socio-cultural-historical human development that has Vygotsky (1934/2008) as its main representative, and for whom the activity is mediated through the development and access to knowledge objects. To conduct the analysis, I took the model of Community of Inquiry developed by Garrison and Anderson (2003), who state that a community of inquiry is constituted by three interdependent elements, essential to the success of the educational experience: cognitive presence, social presence and teaching presence. In this study, I focus on the analysis of the teacher’s actions, based on the three categories of teaching presence: design and organization, facilitating discourse and direct instruction. |
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