Theoretical contributions of each presence dimension relative to original CoI formulations
| Dimension | Original formulation | Extension in this study |
|---|---|---|
| Cognitive presence | Triggering event, exploration, integration, resolution (Garrison et al., 1999) | Reframed using Bloom's revised taxonomy (Anderson and Bloom, 2001): six cognitive processes from remembering through creating |
| Social presence | Affective, interactive, cohesive categories (Rourke et al., 1999) | Extended with conversational expression (enquiry, statement, sharing information) and affective expression (paralanguage, self-disclosure) |
| Teaching presence | Instructional design, facilitating discourse, direct instruction (Anderson et al., 2001) | Applied to instructor posts in an informal social media context; distinguishes reactive from proactive instructor behaviour |
| Student presence | Learner Presence emphasising self-regulation (Shea and Bidjerano, 2009) | Operationalised as observable weekly role counts: Poster, Observer, Non-Member (Dokhanchi et al., 2018); used directly as prediction targets |
| Dimension | Original formulation | Extension in this study |
|---|---|---|
| Cognitive presence | Triggering event, exploration, integration, resolution ( | Reframed using Bloom's revised taxonomy ( |
| Social presence | Affective, interactive, cohesive categories ( | Extended with conversational expression (enquiry, statement, sharing information) and affective expression (paralanguage, self-disclosure) |
| Teaching presence | Instructional design, facilitating discourse, direct instruction ( | Applied to instructor posts in an informal social media context; distinguishes reactive from proactive instructor behaviour |
| Student presence | Learner Presence emphasising self-regulation ( | Operationalised as observable weekly role counts: Poster, Observer, Non-Member ( |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.