Focus of contribution | Sub groups | Sources | Refs |
Social presence | Emotional support or comment Greetings and byes Social talk including work, family, weather. | 2 11 10 | 2 103 83 |
Cognitive presence | |||
Cognitive discourse/engagement | Acknowledge new learning (or need for it) Agrees and gives explanation Disagrees and gives explanation Facts, examples, personal issues Presence indicator Question or comment seeking clarification Question or comment that introduces a new dimension Respond: clarify, extend, explain - general - to student - to tutor Summarises | 7 11 3 11 11 7 11 11 10 11 11 0 | 12 135 6 103 159 51 88 558 70 190 298 0 |
Topic/content related | Discuss topic in abstract/general way Link topic to practice Presence indicator Reference to texts, resources etc. Talk about changing practice (including barriers or need for practice to change) | 11 11 11 9 4 | 392 396 134 32 18 |
Teaching presence | |||
Environment related | Accessing materials Acknowledge context e.g. self-correction Presence indicator Technical issues | 5 8 5 11 | 12 57 21 61 |
Task and course related | Assignment related issues Clarifying task for chat Course issues and topics Planning Presence indicator Reference to group task (i.e. pre-synchronous chat) | 5 4 3 10 7 6 | 30 15 17 49 31 18 |
Tutor presence Social Cognitive Teaching Other | Social contribution Ask direct question Gives direction to discussion Prompts clarification Refocuses thinking in discussion Elaborates or expands on topic Responds to student question about topic Environment issues (technical, self-correction, access resources) Course or task issues Direct question or comment on personal issues with individual student Presence indicator | 11 11 11 10 4 9 6 10 11 6 8 | 34 91 78 57 7 43 33 63 65 15 23 |