The Impact of Different Forms of Teacher's Presence in Synchronous E-Discussions Based on Virtual Teams on Quality of Discussion, Achievement among Educational Technology Students, their Participation, Motivation, and Perceptions

نوع المستند : المقالة الأصلية

المؤلف

Department of Instructional Technology, Faculty of Women for Arts, Science & Education, Ain Shams University, Egypt

المستخلص

The research aimed to reveal the impact of the teacher's presence in three forms (identified participant - anonymous participant - anonymous non-participant) in synchronous e-discussions based on virtual teams on the quality of discussions, achievement, participation, motivation of students, and their perceptions about each of synchronous e-discussions, and teacher's presence. The research sample was divided into three experimental groups, where the professor of the course (the researcher) appeared in the discussions of the first experimental group with a known identity. In the second experimental group, the teacher appeared with an anonymous participant. In contrast, an unknown non-participant appeared in the discussions of the third experimental group in eight e-discussions based on virtual teams. The research tools were quality of discussion measurement, achievement test, participation scale, motivation scale, and two questionnaires to measure students' perceptions of synchronous e-discussions and teacher presence. The results favored the first group, and the results also confirmed the positive students' perceptions about the importance of the teacher's presence in synchronous e-discussions.

الكلمات الرئيسية

الموضوعات الرئيسية


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