Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough
| Published | 31 August 2005 |
| Journal | American Journal of Distance Education Volume 19, Issue 3, Pages 133-148 |
| Country | Canada, North America |
ABSTRACT
This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning.| Keywords | interaction · interaction design · deep learning · leadership · study process |
| CoI focus | Cognitive presence |
| Population | Graduate |
| Study design | Questionnaire |
| Data analysis | ANOVA |
| Instrument | Study Process Questionnaire |
| Sample size | 75 students |
| Study aim | "to measure changes in how graduate students choose to strategize their learning in a particular learning setting." |
| Finding | "simple interaction, absent of structure and leadership, is not enough. We need to have a qualitatively richer view of interaction." |
| Language | English |
| ISSN | 0892-3647 |
| Refereed | Yes |
| Rights | Lawrence Erlbaum Associates, Inc. |
| DOI | 10.1207/s15389286ajde1903_2 |
| URL | http://www.tandfonline.com/doi/abs/10.1207/s15389286ajde1903_2 https://www.researchgate.net/publication/232891086_Facilitating_Cognitive_Presence_in_Online_Learning_Interaction_Is_Not_Enough |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample
Arbaugh, J. B.; Cleveland-Innes, Martha; Diaz, Sebastian R.; Garrison, D. Randy; et al.
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the ...
Match: garrison, d. randy; cleveland-innes, martha; cognitive presence; canada
Creating cognitive presence in a blended faculty development community
Vaughan, Norman; Garrison, D. Randy
The focus of this study was to understand how a blended learning approach can support the inquiry process (cognitive presence) in a faculty development context. The findings from this study indicate that there are ...
Match: garrison, d. randy; cognitive presence; canada
Critical thinking, cognitive presence, and computer conferencing in distance education
Garrison, D. Randy; Anderson, Terry; Archer, Walter
This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a ...
Match: garrison, d. randy; cognitive presence; canada
Teaching in Blended Learning Environments
Vaughan, Norman D.; Cleveland-Innes, Martha; Garrison, D. Randy
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully ...
Match: garrison, d. randy; cleveland-innes, martha; canada
Student role adjustment in online communities of inquiry: Model and instrument validation
Garrison, D. Randy; Cleveland-Innes, Martha; Fung, Tak
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this ...
Match: garrison, d. randy; cleveland-innes, martha; canada
Role Adjustment for Learners in an Online Community of Inquiry: Identifying the Challenges of Incoming Online Learners
Cleveland-Innes, Martha; Garrison, D. Randy; Kinsel, Ellen
This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found ...
Match: garrison, d. randy; cleveland-innes, martha; canada
Principles of Blended Learning: Shared Metacognition and Communities of Inquiry
Vaughan, Norman D.; Dell, Deborah; Cleveland-Innes, Martha; Garrison, D. Randy
The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches ...
Match: garrison, d. randy; cleveland-innes, martha; canada
Validating a Measurement Tool of Presence in Online Communities of Inquiry
Swan, Karen P.; Richardson, Jennifer C.; Ice, Phillip; Garrison, D. Randy; et al.
This article examines work related to the development and validation of a measurement tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, ...
Match: garrison, d. randy; cleveland-innes, martha; canada
Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
Garrison, D. Randy; Bourne, J.; Moore, J. C.
The purpose of this paper is to demonstrate that asynchronous online learning can create a rich cognitive presence capable of supporting effective, higher-order learning. It begins by exploring the properties of ...
Match: garrison, d. randy; cognitive presence
Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors
York, Cindy S.; Richardson, Jennifer C.
A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe ...
Match: interaction
