Online learning communities. Analysis of cognitive interactions, teachers and affective

This research aims to analyze the development of interactions in a community online. It follows the model of Garrison, Anderson & Archer (2000) who asserts that presence social, cognitive and teaching are key factors for the development of effective learning in a computer-mediated communication. The weight that the social and teaching presence on cognitive presence is analyzed, whereas the cognitive presence is understood as the degree to which participants are skillful to construct meaning through sustained communication. To do this, we analyzed six forums of a course of the Centro Universitario de los Valles, of the University of Guadalajara, working, since its inception, with an academic model based on Information and Communication Technologies. The methodology used was the quantitative content analysis and for analysis was applied the coding model of Garrison, Anderson y Archer. The results indicate that social presence is the appellant, found in 92% of messages analyzed, however, it is not enough for the success of an online community; is identified that social presence is only the base, but is also needed intervention and guidance of teachers to improve cognitive presence and thus the social construction of knowledge.