Cognitive, social and teaching presence in a virtual world and a text chat

Authors:
Tomoko Watanabe Traphagan;Yueh-hui Vanessa Chiang;Hyeseung Maria Chang;Benjaporn Wattanawaha;Haekyung Lee;Michael Charles Mayrath;Jeongwon Woo;Hyo-Jin Yoon;Min Jung Jee;Paul E. Resta
Affiliations:
The University of Texas at Austin, Division of Instructional Innovation and Assessment, Austin, TX, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;Center for International Education Development and Cooperation / ICCS Korea Team, Korean Educational Development Institute, 220-1 Barumeo-Gil, Seocho-Gu, Seoul, 137-791, Korea;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;Graduate School of Education, Harvard University, Cambridge, MA 02138, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA;The University of Texas at Austin, College of Education, 1 University Station D5900, Austin, TX 78712, USA
Venue:
Computers & Education
Year:
2010

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Abstract

Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups' collaboration style became more established with more experience with the tasks. The three critical factors-tool, tasks and group cohesion-that affect cognitive, teaching, and social presence are discussed.