Measuring the influence of hedonic value, social presence and teaching presence on students' cognitive presence through the implementation of the smart classroom

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course.

Download Full-text

The teacher as leader: Effect of teaching behaviors on class community and agreement

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v14i5.1510 ◽

2013 ◽

Vol 14 (5) ◽

Cited By ~ 4

Author(s):

Beth Rubin ◽

Ronald Fernandes

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Online Courses ◽

Cognitive Presence ◽

Teaching Presence ◽

Teaching Behaviors ◽

Group Leaders ◽

Class Level ◽

Class Leaders ◽

Group Agreement

<p>This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.</p><p>The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.</p>

Download Full-text

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

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-020-00229-8 ◽

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.

Download Full-text

Fostering Social Presence in a Blended Learning Faculty Development Institute

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch018 ◽

2013 ◽

pp. 374-388

Author(s):

David S. Goldstein ◽

Carol Leppa ◽

Andreas Brockhaus ◽

Rebecca Bliquez ◽

Ian Porter

Keyword(s):

Blended Learning ◽

Social Presence ◽

Community Of Inquiry ◽

Faculty Members ◽

Cognitive Presence ◽

Teaching Presence ◽

Course Development ◽

Hybrid Course ◽

Blended Courses ◽

Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

Download Full-text

Building Teaching Presence in Online Classes

Creating Teacher Immediacy in Online Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9995-3.ch001 ◽

2016 ◽

pp. 1-14 ◽

Cited By ~ 1

Author(s):

Oliver Dreon

Keyword(s):

Social Presence ◽

Educational Experiences ◽

Cognitive Presence ◽

Teaching Presence ◽

Online Instructors ◽

Online Teachers ◽

Critical Elements ◽

Teacher Presence ◽

Instruction And Learning

In their framework outlining educational experiences for online students, Garrison, Anderson, and Archer (2000) identify and explain the critical elements of a Community of Inquiry that support instruction and learning. The elements include: cognitive presence, social presence, and teaching presence. While an online educational experience is impacted by the interplay of all three presences, new online teachers may struggle with developing a teaching presence since their own educational experiences as students may be very different from the ones they encounter as online instructors (Lortie, 1975). In this book chapter, the importance of teaching presence will be discussed. Strategies for developing online teacher presence will be examined and technologies for fostering teacher presence will be outlined. The chapter concludes with broad design principles that apply to the construction of online learning environments that foster a strong teacher presence.

Download Full-text

Online Teaching Effectiveness: A Tale of Two Instructors

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v10i3.712 ◽

2009 ◽

Vol 10 (3) ◽

Cited By ~ 32

Author(s):

Paul Gorsky ◽

Ina Blau

Keyword(s):

Response Time ◽

Social Presence ◽

Online Teaching ◽

Best Practice ◽

Teaching Effectiveness ◽

Ad Hoc ◽

The Other ◽

Cognitive Presence ◽

Teaching Presence ◽

Very High

Upon completion of a graduate level course at the Open University of Israel, one instructor received very high student ratings while the other received very low ratings. We utilized this exceptional situation to perform ad hoc analyses of their course forums. The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.

Download Full-text

ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES

Online Learning ◽

10.24059/olj.v11i1.1737 ◽

2019 ◽

Vol 11 (1) ◽

Cited By ~ 9

Author(s):

D. R. Garrison

Keyword(s):

Direct Instruction ◽

Social Presence ◽

Online Community ◽

Community Of Inquiry ◽

Social Cognitive ◽

Methodological Issue ◽

Cognitive Presence ◽

Teaching Presence ◽

Important Distinction ◽

Progressive Development

This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.The first issue is about shifting social presence from socio-emotional support to a focus on group cohesion (from personal to purposeful relationships). The second issue concerns the progressive development of cognitive presence (inquiry) from exploration to resolution. That is, moving discussion beyond the exploration phase. The third issue has to do with how we conceive of teaching presence (design, facilitation, direct instruction). More specifically, is there an important distinction betweenfacilitation and direct instruction? Finally, the methodological issue concerns qualitative transcript analysis and the validity of the coding protocol.

Download Full-text

Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education

Open Praxis ◽

10.5944/openpraxis.10.4.910 ◽

2018 ◽

Vol 10 (4) ◽

pp. 343 ◽

Cited By ~ 2

Author(s):

Gabi Witthaus

Keyword(s):

Goal Setting ◽

Social Presence ◽

Qualitative Data ◽

Learning Experience ◽

Cognitive Presence ◽

Teaching Presence ◽

Additional Element ◽

Use Of Information Sources ◽

Learning Presence

This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

Download Full-text

Learner-Centered Design

Journal of Effective Teaching in Higher Education ◽

10.36021/jethe.v1i1.16 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-19

Author(s):

Sheri Stover ◽

Sharon Heilmann ◽

Amelia Hubbard

Keyword(s):

Social Presence ◽

Classroom Environment ◽

Quantitative Research ◽

Positive Impact ◽

Preliminary Evidence ◽

Cognitive Presence ◽

Teaching Presence ◽

Face To Face ◽

Level Of Satisfaction ◽

Learning Centered

This quantitative research study examined one instructor’s redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students’ perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence- Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students’ perceptions of TP (p = .021), SP-I (p < .001), SP-P (p < .001), CP (p = 002), and SAT (p = .022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students’ level of satisfaction score with TP having the highest level of prediction (β=.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT.

Download Full-text

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Online Learning ◽

10.24059/olj.v23i1.1419 ◽

2019 ◽

Vol 23 (1) ◽

Cited By ~ 1

Author(s):

Patrick Dempsey ◽

Jie Zhang

Keyword(s):

Measurement Invariance ◽

Social Presence ◽

Community Of Inquiry ◽

Measurement Instrument ◽

Structure Study ◽

Cognitive Presence ◽

Teaching Presence ◽

Structural Relationships ◽

Online Experience ◽

Community Of Inquiry Framework

Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships amongst the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each multidimensional and higher-order constructs; (b) measurement invariance was fully achieved for gender and partially for age, ethnicity, discipline, and online experience; (c) structural relationships of the three main constructs—teaching presence, social presence, and cognitive presence—suggested potential psychometric adjustments. The teaching presence construct in particular should be reconstructed to appropriately reflect and measure the construct as conceptually defined—as a distribution of teaching responsibility and authority—as opposed to how it is currently operationalized in the community of inquiry instrument—as a centralization of responsibility and authority with the instructor.

Download Full-text