Abstract
We examine which features of social media support teaching presence both in and outside of the classroom. Our findings have implications for both design and practice, showing that parsimonious communication tools (PCTs), liberal communication tools (LCTs), multimedia, and notifications support teaching presence. The affordances of these first two relate to immediacy, and hence, allow teaching presence to be expressed in different ways. Meanwhile, notifications allow for filtering incoming information, and thus, impact teaching presence holistically. Multimedia allows CoI members to embed more content and therefore, also have an overarching effect on teaching presence. The only social media feature noted to be conducive to expressing teaching presence inside of the classroom is PCTs.
Recommended Citation
Scialdone, Michael J. and Zhang, Ping, "The Impact of Social Media Features on Teaching Presence in Communities of Inquiry" (2015). SIGHCI 2015 Proceedings. 12.
https://aisel.aisnet.org/sighci2015/12