Fostering the Development of Cognitive Presence: Initial Findings Using the Community of Inquiry Survey Instrument

Autor/in	Archibald, Douglas
Titel	Fostering the Development of Cognitive Presence: Initial Findings Using the Community of Inquiry Survey Instrument
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.73-74 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.10.001
Schlagwörter	Electronic Learning; Research Design; Learning Readiness; Educational Research; Research Methodology; Online Courses; Content Analysis; Learning Experience; Surveys; Colleges; Critical Thinking; Interviews; Cooperative Learning; Independent Study; Multiple Regression Analysis; Transcripts (Written Records); Discussion Groups; Qualitative Research + Suchen Sie Ihr Suchwort? Forschungsdesign; Lernbereitschaft; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Online course; Online-Kurs; Inhaltsanalyse; Lernerfahrung; Survey; Umfrage; Befragung; College; Hochschule; Fachhochschule; Kritisches Denken; Interviewing; Interviewtechnik; Kooperatives Lernen; Selbststudium; Qualitative Forschung
Abstract	Despite the fundamental importance of research design processes to educational research projects, research design needs to be more intentional. The purpose of this study was to evaluate whether using an online learning resource and engaging in online discussion fostered learners' knowledge about educational research design and facilitated critical thinking about research. 189 learners enrolled in 10 research methods courses and workshops offered through two higher education institutions participated in this mixed methods study. Quantitative data were collected through online surveys including the CoI framework. Standard multiple regression was used to predict the effects of social and teaching presences on the development of cognitive presence. Hierarchical multiple regression was then used to assess the ability of teaching and social presences to predict cognitive presence development, after controlling for self-directed learning readiness, prior online learning experience, and prior collaborative learning experience. Qualitative data were later collected from online course transcripts and interviews to support the quantitative findings. Critical discourse was further assessed using content analysis. Preliminary findings from these analyses showed that teaching and social presence explained approximately 69% of the variance in cognitive presence. Both teaching and social presences continued to make significant contributions to the prediction of cognitive presence after controlling for self-directed learning readiness, prior online learning experience, and prior collaborative learning experience. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10