Online Teaching in International Contexts: Towards a Sociocultural Perspective of Teaching Presence

dc.contributor.author	Morgan, Tannis
dc.date.accessioned	2008-03-29T23:56:00Z
dc.date.available	2008-03-29T23:56:00Z
dc.date.issued	2008-03-29T23:56:00Z
dc.identifier.uri	http://hdl.handle.net/2149/1532
dc.description.abstract	In this presentation, Tannis Morgan shares her doctoral research that looks at cases of teaching presence in international online distance courses. Cultural historical activity theory (Engestrom, 1999, 2001) is adopted as a framework for understanding how instructors negotiate the mediating components of the activity system--the students, technology, course design, co-instructors, and institutional contexts—and how these ultimately influence teaching presence. In particular, the role of instructor identity and positioning, language, and conceptualization of online interaction spaces will be discussed as important factors shaping teaching presence.	en
dc.description.sponsorship	Elluminate	en
dc.format.extent	12633404 bytes
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dc.format.mimetype	application/octet-stream
dc.format.mimetype	application/octet-stream
dc.format.mimetype	application/vnd.ms-powerpoint
dc.language.iso	en	en
dc.subject	Teaching presence	en
dc.subject	Activity Theory	en
dc.subject	Distance Education	en
dc.subject	e-Learning	en
dc.title	Online Teaching in International Contexts: Towards a Sociocultural Perspective of Teaching Presence	en
dc.type	Presentation	en