虚拟学习社区中提高教学性存在的实践指导原则

Practical Guiding Principles for Improving Instructional Presence in E-learning Communities

自上个世纪90年代以来,国际上逐渐形成了一种重要的远程教育理论——基于计算机辅助传播(CMC)环境下的三种存在理论(即教学性存在、认知性存在和社会性存在),该理论由加拿大的兰迪·加里森和特里·安德森共同创建,在北美拥有重要的学术和实践基础。本文主要阐述如何提高其中的教学性存在,纵向从三类教学活动,即设计和组织教学、协调会话和直接教学,横向从两个维度,即社会性存在和认知性存在,立体交叉地呈现了教师在虚拟社区中提高教学性存在应遵守的一些原则。

Since 1990s, an important distance education theory has gradually been formed by D.R. Garrison and Terry Anderson from Canada, namely, the Three Presences Theory under CMC environment, which has solid academic and practical foundations in North America. The three presences are Instructional presence, cognitive presence and social presence. This article mainly elaborates some principles for improving the instructional presence in e-learning communities, involving three instructional activities vertically and two dimensions horizontally.