Cox-Davenport Rebecca A
Lander University.
J Holist Nurs. 2014 Mar;32(1):16-24. doi: 10.1177/0898010113499201. Epub 2013 Aug 7.
The purpose of this research was to study the way faculty establish course social presence in an online course. The community of inquiry model by Garrison, Anderson, and Archer distinguished the area of social presence as an important component of online learning, and this study sought to understand how faculty perceive and create social presence in their online classroom. By employing a grounded theory approach, a substantive theory was developed to explain the way in which faculty create and maintain an online course climate. The sample consisted of 10 nursing faculty teaching various master's in nursing courses. Through a rigorous qualitative process using nursing faculty interviews and online course analysis, humanization was found to be the core category in setting online course climate. Faculty's efforts to humanize the climate lead each member of the community to view the other members as real, thereby enabling the establishment of online social presence.
本研究的目的是探讨教师在在线课程中建立课程社会临场感的方式。加里森、安德森和阿彻提出的探究共同体模型将社会临场感领域视为在线学习的一个重要组成部分，本研究旨在了解教师如何在其在线课堂中感知和创造社会临场感。通过采用扎根理论方法，形成了一个实质性理论来解释教师创建和维持在线课程氛围的方式。样本包括10名教授各种护理学硕士课程的护理教师。通过使用护理教师访谈和在线课程分析的严格定性过程，发现人性化是营造在线课程氛围的核心类别。教师使氛围人性化的努力使共同体的每个成员将其他成员视为真实的人，从而促成在线社会临场感的建立。
