Over the last decade, advancements in digital technologies have raised the interest of educators in all areas. Mobile learning, specifically, has drawn great attention for its potential to promote opportunities for mediating peer interactions. Drawing on the Community of Inquiry framework Garrison, Anderson and Archer’s (2000), this paper reports a quantitative analysis of the 1,670 interactions among 38 [elementary/high school teachers of Portuguese from around Brazil who participated in a 7-week continuing education course via WhatsApp. The findings show a high level of social presence at moments that the construction of collective knowledge takes place during the course.
Gunter, Glenda A.; Braga, Junia de Carvalho Fidelis Braga F.; and Reeves, Jennifer L.
"Examining Social, Cognitive and Teaching Presences in an Online Teacher Development Course Using WhatsApp and Community of Inquiry,"
FDLA Journal: Vol. 4
, Article 13.
Available at: https://nsuworks.nova.edu/fdla-journal/vol4/iss1/13