The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence

2012 ◽  
Vol 49 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Kim A. Hosler ◽  
Bridget D. Arend
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
The Relationship

scholarly journals Moderating Relationships: Non-Designer Instructor’s Teaching Presence and Distance Learners’ Cognitive Presence

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Laura Silva ◽  
Mary Shuttlesworth ◽  
Phil Ice
Keyword(s):  
Community Of Inquiry ◽  
Course Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Distance Learners ◽  
Instructional Media ◽  
Academic Leaders ◽  
The Relationship ◽  
Predictive Relationship

Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners’ perceptions of their NDIs’ teaching presence predict their cognitive presence; and (b) does distance learners’ use of instructional media resources moderate the relationship between their perceptions of NDIs’ teaching presence and learners’ cognitive presence. Multiple regression results indicated that perceptions of NDIs’ teaching presence predicted learners’ perceptions of cognitive presence, but learners’ use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

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 Peer-facilitated discussions to enhance OER-based e-learning

2016 ◽  
Vol 11 (1) ◽  
pp. 90-104 ◽  
Author(s):  
S.P. Karunanayaka ◽  
J.C.N. Rajendra ◽  
H.U.W. Ratnayake ◽  
Som Naidu
Keyword(s):  
Social Presence ◽  
Knowledge Construction ◽  
Course Design ◽  
Meaning Making ◽  
Discussion Forum ◽  
Shared Responsibility ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Content Type ◽  
E Learning

Purpose The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process. Design/methodology/approach The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions. Findings The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership. Practical implications Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging. Originality/value Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

Ensuring Presence in Online Learning Environments

2016 ◽  
pp. 350-376
Author(s):  
Eunice Luyegu
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Critical Reflection ◽  
Community Of Inquiry ◽  
Course Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Online Learning Environments

Online learning in higher education has rapidly grown in recent years and has become the norm. However, pedagogical aspects on online learning environments are still developing. This chapter focuses on one foundational aspect of online and blended learning known as presence. First, the concept of presence in online learning is described i.e. teaching presence, social presence, and cognitive presence. Secondly, strategies for ensuring presence are discussed from different angles: course design, course instructors and course facilitators, and course participants. Thirdly, the implications for future research are outlined. This chapter enhances the research on the Community of Inquiry (CoI) framework a useful guide to the design of learning experiences that support learners' critical reflection and engagement within collaborative online learning environments.

scholarly journals Establishing the Importance of Interaction and Presence to Student Learning in Online Environments

2016 ◽  
Vol 3 (1) ◽  
pp. 48 ◽  
Author(s):  
Lydia Kyei-Blankson ◽  
Esther Ntuli ◽  
Heather Donnelly
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Course Design ◽  
Survey Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
Online Environments

<p><em>With the growing trends in favor of online course offerings in higher education, it is important that researchers continue to focus on investigating the components vital to effectiveness. Using a survey design, the elements of interaction and presence, and their relationship and influence on student learning in an online course is examined in the current study. The findings of the study suggest that students perceive instructor-learner and learner-content interaction to be more important to their learning as compared to learner-learner interaction. In addition, teaching presence plays a more important role in student learning followed by cognitive presence and then social presence. Again, when it comes to the combination of the factors of interaction and presence, the factors that students perceive to have the most influence on their learning are teaching presence and learner-instructor interaction with the least important factor being learner-learner interaction. Overall, the results of this empirical study have implications for online course design and delivery to ensure student learning in online environments.</em><em></em></p>

scholarly journals The Relationship of Teaching, Social and Cognitive Presence with Course Satisfaction in a TESL Programme Course in a Public University in Sabah, East Malaysia

2021 ◽  
Vol 9 (2) ◽  
pp. p35
Author(s):  
Tan, Choon Keong ◽  
Kon, Onn Keong
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Public University ◽  
Cognitive Presence ◽  
Course Satisfaction ◽  
Teaching Presence ◽  
East Malaysia ◽  
Community Of Inquiry Framework ◽  
Relationship Of ◽  
The Relationship

The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence.

scholarly journals The relationship between academic discipline and dialogic behavior in open university course forums

2010 ◽  
Vol 11 (2) ◽  
pp. 49 ◽  
Author(s):  
Paul Gorsky ◽  
Avner Caspi ◽  
Avishai Antonovsky ◽  
Ina Blau ◽  
Asmahan Mansur
Keyword(s):  
Social Presence ◽  
Academic Discipline ◽  
Active Participation ◽  
Natural Sciences ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Academic Disciplines ◽  
Open University ◽  
University Course ◽  
The Relationship

The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students’ and instructors’ active participation in the forum (posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Sign in / Sign up

Export Citation Format

Share Document