Anderson, T., Archer, W., Garrison, D., &
Rourke, L. (2007). Assessing social presence in asynchronous text-based
computer conferencing. Journal of Distance Education, 14(2),
Retrieved from http://auspace.athabascau.ca/bitstream/2149/732/1/AssessingSocial Presence In Asynchronous Text-based Computer Conferencing.pdf
A fairly comprehensive review starts this article
which eventually discusses a study of the discussion posts from two graduate
level classes. The difference between
the two classes was the level of activity the instructor contributed. The main reason for the study was to develop
and test the efficacy of an tool used to analyze the social presence during
educational computer conferences. Their
study includes a table for analyzing textual responses and different types of
responses are given paragraph descriptions.
included in this content analysis of social presence are: affective
responses, interactive responses, and cohesive responses.
Garrison, D.R., & Arbaugh, J. B.
(2007). Researching the community of inquiry framework:
Review, issues, and future directions. Internet & Higher Education,
10(3), 157-172. doi:10.1016/j.iheduc.2007.04.001
A
literature review which focuses on the use of the CoI framework in social
teaching and cognitive presence. The
article then suggests directions for new research.
Villwock, Laurie J.,
(2012). The difference in community between synchronous, asynchronous,
and blended online classes. Manuscript unpublished. http://creatingcommunityresources.blogspot.com/p/villwock-literature-review.html
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