Facilitating Effective Online Discourse: Investigating Factors Influencing Students’ Cognitive Presence in Online Learning

The purpose of this study was to examine the relationship among social presence, cognitive presence and teaching presence in online learning within a Community of Inquiry (CoI) Framework (Garrison, Anderson, & Archer, 2000). In addition, the study investigated the impact of individual’s motivational factors on the relationship among the presences. An online survey testing learner’s perceived social presence, teaching presence, cognitive presence, situational interest and online technology self-efficacy was distributed to students who were taking online courses. A follow-up interview process was conducted in order to further interpret the quantitative data. The findings show that within the CoI framework, social presence and teaching presence are both significant predictors of cognitive presence. When motivational factors were added, social presence became no longer significant. In addition, qualitative data revealed that students were satisfied with online courses in general, but expecting more natural social connection and instructor involvement

Exploring blended learning experiences through the community of inquiry framework

It is widely accepted that effective blended learning initiates students into constructivist learning experiences by integrating face-to-face approaches with online technology. The Community of Inquiry (CoI) framework combines teaching, social, and cognitive presences to explore students’ blended learning experiences from the perspectives of collaboration, critical thinking, and knowledge construction (Garrison & Vaughan, 2008). The present study draws upon the CoI framework to explore students’ learning experiences in an ESP blended course, English for Agriculture and Forestry, with the aim of assessing the interrelationship among the teaching, social, and cognitive presences of CoI and the impact of the blended learning mode on students’ learning processes. Data was collected using the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) and students’ evaluations. The data was quantitatively analysed by multiple linear regression (MLR) and descriptive statistics, and qualitatively by thematic analysis (Braun & Clarke, 2006). The results of the study indicate that the teaching, social, and cognitive presences are correlated, and that social and cognitive presences have a high correlation. Furthermore, students’ motivation towards learning specialised English was activated in the blended learning process. The study has wider implications for exploring a constructivist blended learning mode for ESP and General English courses

Blended Learning and Tuition in Religious Studies: An Open University Perspective

This article explores issues that need to be taken into consideration when different forms of tuition (including online, face-to-face and telephone) are ‘blended’ within higher education. It focuses on the significant challenges and benefits of blended tuition approaches. Issues are explored that are specific to higher education and to the discipline of Religious Studies in particular. The growth of online resources available within the field is highlighted as well as the need to find diverse, effective and creative ways to support students in the development of their information literacy skills.Reflecting on her involvement in the production, presentation, delivery and management of a range of Religious Studies modules at the Open University, the author explores what lessons can be learned from the Open University’s experience of the development of blended tuition models. These insights are related to recent theoretical literature on blended learning and tuition (for example: Ellis and Goodyear, 2010; Vaughan, 2010; Garrison and Vaughan, 2008). The article highlights how important it is to avoid simply ‘bolting on’ new technologies without a consistent and coherent approach to their integration with other forms of tuition. It concludes that it is important to not utilise technology ‘just because it’s there’, but to maintain a focus on what it is used for. It highlights the need for continual work on the development of pedagogical approaches in order to creatively and effectively accommodate the challenges and opportunities new teaching technologies present to higher education and to the field of Religious Studies in particular

Community of Inquiry Framework and Learning Outcomes

First described by Garrison, Anderson, and Archer (2000), the Community of Inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated higher education distance learning environments. While hundreds of CoI-based articles have been published since 2000, those critical of the framework and related research suggested a lack of empirical evidence to support the framework\u27s central claim that a CoI leads to deep and meaningful learning outcomes (Rourke & Kanuka, 2009). The current study, conducted with 51 graduate students in five distance education courses at the same university, compared the students\u27 responses to a CoI perception survey with three measures of learning achievement as assessed by the course instructors. While significant positive relationships were indicated among social, teaching, and cognitive presences, as well as between each of these presences and perceived learning in the course, no relationship was suggested between the CoI composite score and any of the three instructor-assessed learning achievement measures. Only the cognitive presence subscale was found to be significantly positively correlated (r2 = .08) with one instructor-assessed achievement measure, the significant project score, but no presences were correlated with the other two instructor-assessed measures of learning achievement. However, when controlled for other course features, social, teaching, and cognitive presences were not predictors of any of the three instructor-assessed measures of learning, but were instead significantly correlated with course satisfaction. With no relationship suggested between the CoI framework and objective measures of learning, the value of the CoI framework as an educational process model remains challenged. In addition, results of this study suggested that CoI survey-based measures and student self-reports of learning are more appropriately used as approximations of student attitude toward the course rather than as measures of student learning achievement

THE EFFECTS OF SELF-EFFICACY ON LEARNERS’ PERCEPTIONS OF COGNITIVE PRESENCE IN ONLINE COLLABORATIVE LEARNING ACTIVITIES

The applications of web2.0 platforms provide online learning opportunities to focus more on community collaborations as well as the knowledge construction. Cognitive presence (CP) is one of the most critical elements of community of inquiry, and ideal learning outcomes would require deeper stages of cognitive presence (integration and resolution stages), that usually difficult to achieve. Past research on CP felt short in investigating the influences of individual differences, including the effects of learners’ internal motivation on higher-order thinking. We consider Self-efficacy is one of such as it emphasizes a combination of learners’ motivation and cognition. This study intends to explore the influence of learners’ online learning self-efficacy on CP, as well as to explore the relationship between learners’ CP and learning achievements.An experiment was conducted to verify the above issues. Participants were 8th graders from a vocational school. They were required to complete their learning tasks through online collaboration by Facebook and Google Cloud. Questionnaires were applied to measure learners’ CP and self-efficacy after study. Results show that phase’s distribution of learners’ CP in this study is satisfying, and there are significant correlations between CP and self-efficacy as well as CP and learning achievements. Therefore, this study suggests that instructors should take different strategies for students with different self-efficacy and take some strategies which can enhance self-efficacy.&nbsp

The Web of Identity: Selfhood and Belonging in Online Learning Networks

In this paper, the reflexive relationship between social interaction and understanding of self in online learning networks is examined. In keeping with constructionism, we acknowledge the significance of social interaction in learning and identity formation. It is through identification with and differentiation from others that individuals are able to establish their sense of self. Therefore, a sense of self is inherently connected to one's sense of belonging within a community (-ies). Building on the work of Goffman (impressions management) and Foucault (technologies of the self), a model of identity and community formation is introduced: the Web of Identity (WoI). According to the WoI model, community members rely on technical, structural, political, cultural, and idiosyncratic perspectives coupled with performance strategies in a continuous cycle of internalization, understanding, enactment, and revision of their individual identities. We discuss how individuals construct their identities through relational dialogue and interaction in which they express, share, and build upon their histories, practices, and goals. It is an ongoing reciprocal process that constantly changes both personal and collective narratives. The combined perspectives and strategies guide the individual's behaviour, but do not completely restrict it. The individual is free to choose how to perform and may choose performances that support or contravene accepted social practices. Ideally, this process guides the individual towards cognitive resonance, a process in which he/she behaves in accordance with his/her internalized conceptions of society and self. If an individual's actions do not resonate with social expectations, accepted practices, and self, the individual may modulate his/her actions or may cause shifts in accepted practices, expectations, or self identity. Such shifts filter through the WoI performance strategies. The paper concludes with suggestions for further research in identity formation in online learning networks. We recommend study of current social networks and learning management systems to identify existing mechanisms that permit expression of WoI strategies. In addition, we recommend research into how social software systems can be developed or facilitated to encourage strategy use. Since, it is through these performances that the individual enacts his/her identity, we wish to know how, in actual practice, strategy use will affect conceptions of self and community in educational environments

The occurrence and character of stories and story-telling in a computer conference.

Abstract: Constructivist views of online interaction often refer to the power of stories and the role of story-telling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study described the occurrence of stories in a CMC (computer-mediated communication) transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and in contrast with a historical model for describing face-to-face interaction (Bales, 1950). Findings included the observation that, while stories occurred in about 1 posting in 5, students used stories markedly more often than the instructor-moderator; stories tended to be descriptive, rather than analytic, advisory, or hortatory; gender was not an issue in story use; and both story and non-story postings were highly group-supportive, providing information and answers to questions, and avoiding negative social interactions (a finding noted previously in moderated, academic conferences)

The relationship between instructor course participation, student participation, and student performance in online courses

Online learning has become ubiquitous with higher education and has catalyzed many changes in teaching and learning, particularly in academic technology. However, foundational frameworks for supporting learning in a virtual environment argue that learners need very similar, if not more, instructional engagement and support as the traditional classroom. Moore’s (1989) three types of interaction and Garrison & Akyol’s (2013) community of inquiry theoretical framework opine the importance of social engagement on the part of instructors and students in the online classroom, further asserting that learner-to-instructor interactions are essential to supporting student satisfaction and learning. Nevertheless, there are few studies, particularly quantitative studies, that examine the relationship between instructor participation in online courses and student participation and achievement. This study analyzed the relationship between select forms of instructor participation, including course announcements and discussion board posts, and student participation and achievement, represented by student course accesses, clicks within a course, time in a course, discussion board posts, and final course grade. The researcher utilized data available in the learning management system (LMS) log files from over 500 online master’s degree courses delivered at a private nonprofit university in the Northwest United States. The results of the multiple regression and multivariate analysis of variance (MANOVA) analyses on the data from the logs showed significant relationships between instructor participation and student participation as well as student participation and achievement within an online course. No significant relationship was identified between instructor participation and student achievement. Potential explanations for this discrepancy and opportunities for future research are also discussed

Optimising industry learners’ online experiences – lessons for a post-pandemic world

This study examines the experiences and impact COVID-19 has had on industry online learners. Exploring initially the term ‘industry learner' and explaining the background to the design of the online modules the learners participated on. The design and delivery of this programme resulted in minimal impacts from the COVID-19 pandemic. The study explores qualitative reports of industry learners’ experiences, and these are analysed using thematic analysis. The findings suggest that the design principle of maximising social interaction, at peer to peer and peer to educator levels, resulted in an enhanced student experience. Group based interactions were recognised by learners as both an occasional source of friction, but also as a valuable proxy for industry leadership roles and workplace group dynamics. This highlights the complex enhancing and inhibiting nature of group-based learning. Implications for further optimisation of online and blended learning environments are explored and associated future research priorities are identified