Investigating Social Presence in an Asynchronous Online Teacher Professional Development (oTPD) (Poster 9)

• In Event: AERA Poster Session Four
  In Poster Session: Digital Learning and Development

Abstract

Research on online Teacher Professional Development (oTPD) has shown that supporting teachers’ social presence contributes to their learning and collaboration. Therefore, it is necessary to understand how teachers’ social presence is constructed and enacted online. We analyze the social presence indicators (i.e., learners showing they are socially present and available for interactions) in the discussion forum of an asynchronous oTPD. Results demonstrated that the main driver of teachers’ social interactions was related to attendance rather than emotions or group commitment. The relatively low social presence and a lack of certain indicators suggested that the current design of the oTPD may not be supportive enough for forming teachers’ online social presence.

Authors

• Weiyi Zhang, University of Michigan
  Presenting Author

• Susan A. Yoon, University of Pennsylvania
  Non-Presenting Author