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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/58698
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dc.creatorGlenda Gunterpt_BR
dc.creatorJunia de Carvalho Fidelis Bragapt_BR
dc.creatorJennifer l. Reevespt_BR
dc.date.accessioned2023-09-14T20:46:01Z-
dc.date.available2023-09-14T20:46:01Z-
dc.date.issued2019-
dc.citation.volume4pt_BR
dc.citation.issue13pt_BR
dc.citation.spage1pt_BR
dc.citation.epage13pt_BR
dc.identifier.issn24745669pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/58698-
dc.description.resumoOver the last decade, advancements in digital technologies have raised the interest of educators in all areas. Mobile learning, specifically, has drawn great attention for its potential to promote opportunities for mediating peer interactions. Drawing on the Community of Inquiry framework Garrison, Anderson and Archer’s (2000), this paper reports a quantitative analysis of the 1,670 interactions among 38 [elementary/high school teachers of Portuguese from around Brazil who participated in a 7-week continuing education course via WhatsApp. The findings show a high level of social presence at moments that the construction of collective knowledge takes place during the course.pt_BR
dc.format.mimetypepdfpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFALE - FACULDADE DE LETRASpt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofFlorida Distance Learning Association's Journalpt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectMobile learningpt_BR
dc.subjectdigital technologiespt_BR
dc.subject.otherTecnologia educacionalpt_BR
dc.subject.otherMídia digitalpt_BR
dc.titleExamining social, cognitive and teaching presences in an online teacher development course using whatsapp and community of inquirypt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://nsuworks.nova.edu/fdla-journal/vol4/iss1/13/pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-8450-2061pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-6441-4814pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-5494-3990pt_BR
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