Examining social, cognitive and teaching presences in an online teacher development course using whatsapp and community of inquiry

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dc.creatorGlenda Gunter
dc.creatorJunia de Carvalho Fidelis Braga
dc.creatorJennifer l. Reeves
dc.date.accessioned2023-09-14T20:46:01Z
dc.date.accessioned2025-09-08T23:07:36Z
dc.date.available2023-09-14T20:46:01Z
dc.date.issued2019
dc.format.mimetypepdf
dc.identifier.issn24745669
dc.identifier.urihttps://hdl.handle.net/1843/58698
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofFlorida Distance Learning Association's Journal
dc.rightsAcesso Aberto
dc.subjectTecnologia educacional
dc.subjectMídia digital
dc.subject.otherMobile learning
dc.subject.otherdigital technologies
dc.titleExamining social, cognitive and teaching presences in an online teacher development course using whatsapp and community of inquiry
dc.typeArtigo de periódico
local.citation.epage13
local.citation.issue13
local.citation.spage1
local.citation.volume4
local.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.
local.identifier.orcidhttps://orcid.org/0000-0002-8450-2061
local.identifier.orcidhttps://orcid.org/0000-0002-6441-4814
local.identifier.orcidhttps://orcid.org/0000-0002-5494-3990
local.publisher.countryBrasil
local.publisher.departmentFALE - FACULDADE DE LETRAS
local.publisher.initialsUFMG
local.url.externahttps://nsuworks.nova.edu/fdla-journal/vol4/iss1/13/

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