TY - JOUR AU - Watson, Sunnie Lee AU - Watson, William R AU - Richardson, Jennifer AU - Loizzo, Jamie PY - 2016/05/16 Y2 - 2024/03/29 TI - Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC JF - The International Review of Research in Open and Distributed Learning JA - IRRODL VL - 17 IS - 3 SE - Research Articles DO - 10.19173/irrodl.v17i3.2379 UR - https://www.irrodl.org/index.php/irrodl/article/view/2379 SP - AB - <p class="2">This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically.</p> ER -