scholarly journals Automated Analysis of Cognitive Presence in Online Discussions Written in Portuguese

2018 ◽  
pp. 245-261 ◽  
Author(s):  
Valter Neto ◽  
Vitor Rolim ◽  
Rafael Ferreira ◽  
Vitomir Kovanović ◽  
Dragan Gašević ◽  
...  
Keyword(s):  
Automated Analysis ◽  
Online Discussions ◽  
Cognitive Presence

scholarly journals The Impact of Roles Assignment on the Quality of Online Case-Based Discussion

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin
Keyword(s):  
Community Of Inquiry ◽  
Role Playing ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Asynchronous Online Discussions ◽  
Research Questions ◽  
The Impact ◽  
Case Based

The role assignment is an increasingly popular approach for facilitating and evaluating asynchronous online discussions (Strijbos & Weinberger, 2010), with aspirations to enhance students' cognitive presence. However, simply assigning roles may not improve knowledge construction, engagement, or interaction necessary to achieve this goal. Cognitive presence is a critical facet of the community of inquiry, rooted in the critical thinking literature, and is operationalized by the practical inquiry model for assessment purposes (Garrison, Anderson, & Archer, 2001).This presentation will share the methods and results of a study investigating changes in the level of cognitive presence while students played roles (starter, wrapper, and skeptic) in asynchronous online case-based discussions. The study was conducted during fall 2013, spring 2014 and summer 2014 in NUTR 295-DL at George Mason University. The research questions for this study were, "What is the impact of role playing on the level of cognitive presence? How is cognitive presence expressed across different roles played by students when they participate in asynchronous online discussion?"

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

scholarly journals Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions

2015 ◽  
Vol 27 ◽  
pp. 74-89 ◽  
Author(s):  
Vitomir Kovanović ◽  
Dragan Gašević ◽  
Srećko Joksimović ◽  
Marek Hatala ◽  
Olusola Adesope
Keyword(s):  
Technology Use ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Learning Technology ◽  
Asynchronous Online Discussions ◽  
Communities Of Inquiry

scholarly journals FACEBOOK AS A NEW COMMUNITY OF INQUIRY ENVIRONMENT: AN INVESTIGATION IN TERMS OF ACADEMIC ACHIEVEMENT AND MOTIVATION

2015 ◽  
Vol 14 (1) ◽  
pp. 20-33
Author(s):  
Ebru Öztürk
Keyword(s):  
Academic Success ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Pearson Correlation ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Perceptions Of Students ◽  
High Level ◽  
The Impact

The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted academic success and motivation were investigated. The data were analyzed through logistic regression analysis, independent samples t-test and the Pearson correlation coefficient. The study was conducted in a blended course, where Facebook was utilized for online discussions. The study revealed that the relation between cognitive, social, and teaching presences was significant and at a high-level. The high correlation determined among the social, cognitive, and teaching presence perceptions of students in learning communities created on Facebook leads to the consideration that Facebook is a suitable online environment for the COI framework. It is understandable, that all presence perceptions are higher in smaller groups when group impacts are investigated. Other conclusions derived from the study are that academic success was only predicted by cognitive presence and motivation was predicted by both cognitive and teaching presences. Key words: academic success, cognitive presence, Facebook, motivation, social presence, teaching presence.

Using a Community of Inquiry Lens to Examine Synchronous Online Discussions in Graduate Courses

2020 ◽  
pp. 229-262
Author(s):  
Barbara Brown ◽  
Sarah Elaine Eaton
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Graduate Courses ◽  
Engagement Strategies ◽  
Course Work ◽  
Synchronous Online

Instructors use synchronous sessions in higher education online courses to connect with students in real-time discussions. In this qualitative study, researchers examined 12 recordings of synchronous activity in four educational research graduate courses. Students completed a survey with open-ended questions after each synchronous session, and students and instructors were interviewed at the end of the term so that researchers could learn more about how synchronous online discussion cultivated a scholarly community of inquiry. Findings suggest that engagement strategies, such as student-facilitated presentations and case study discussions, fostered social presence, teaching presence, and cognitive presence. Findings also suggest that engagement strategies were valuable for promoting interactivity during synchronous sessions. Although synchronous discussions were used as a pedagogical approach and companion to asynchronous course work to support students' learning, unreliable technology presented challenges, possibly limiting the quality of discussions in online environments.

scholarly journals Doc2Vec &Naïve Bayes: Learners’ Cognitive Presence Assessment through Asynchronous Online Discussion TQ Transcripts

2019 ◽  
Vol 14 (08) ◽  
pp. 70 ◽  
Author(s):  
Hind Hayati ◽  
Abdessamad Chanaa ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Machine Learning ◽  
Naive Bayes ◽  
Naïve Bayes ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Machine Learning Techniques ◽  
Face To Face ◽  
Learning Techniques ◽  
Bayes Algorithm ◽  
Context Features

Due to the lack of face to face interaction in online learning environment, this article aims essentially to give tutors the opportunity to understand and analyze learners’ cognitive behavior. In this perspective, we propose an automatic system to assess learners’ cognitive presence regarding their social interactions within synchronous online discussions. Combining Natural Language Preprocessing, Doc2Vec document embedding method and machine learning techniques; we first make some transformations and preprocessing to the given transcripts, then we apply Doc2Vec method to represent each message as a vector that will be concatenated with LIWC and context features. The vectors are input data of Naïve Bayes algorithm; a machine learning method; that aims to classify transcripts according to cognitive presence categories.

Automatic Content Analysis of Online Discussions for Cognitive Presence: A Study of the Generalizability across Educational Contexts

2021 ◽  
pp. 1-1
Author(s):  
Valter Neto ◽  
Vitor Rolim ◽  
Anderson Pinheiro Cavalcanti ◽  
Rafael Dueire Lins ◽  
Dragan Gasevic ◽  
...  
Keyword(s):  
Content Analysis ◽  
Online Discussions ◽  
Cognitive Presence
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