The Impact of Role Assignment on Cognitive Presence in Asynchronous Online Discussion

2017 ◽  
pp. 19-39
Author(s):  
Larisa Olesova ◽  
Jieun Lim
Keyword(s):  
Learning Environments ◽  
Instructional Strategy ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Role Assignment ◽  
Threaded Discussions ◽  
Nutrition Course ◽  
Asynchronous Online Learning ◽  
Asynchronous Online Discussions ◽  
The Impact

This study examined the impact of role assignment on cognitive presence when students participated in asynchronous online threaded discussions. A mixed methods design was used to investigate changes in the levels of cognitive presence while the students participated in an online introductory nutrition course. This study found evidence that scripted role assignment can be an effective instructional strategy when the approach is implemented into asynchronous online discussions. Implications for instructors and designers of asynchronous online learning environments are discussed.

scholarly journals Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Larisa Olesova ◽  
Margaret Slavin ◽  
Jieun Lim
Keyword(s):  
Undergraduate Students ◽  
The United States ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Mixed Methods Design ◽  
Threaded Discussions ◽  
Nutrition Course ◽  
Asynchronous Online Discussions ◽  
Role Based ◽  
The Impact

The purpose of this study was to identify the effect of scripted roles on students’ level of cognitive presence in asynchronous online threaded discussions. A mixed methods design was used to investigate: (1) what level of cognitive presence is achieved by students’ assigned roles in asynchronous online discussions; (2) differences between students’ cognitive presence when the asynchronous online discussions occur during a 5-week intensive summer courses versus 15-week regular semesters (fall and spring); and (3) the impact of the types of questions on students’ cognitive presence in role-based asynchronous online discussions across three semesters in an online introductory nutrition course. The participants of this study were 129 undergraduate students at a major public University in the mid-Atlantic region of the United States. The results of this research corresponds to the findings of previous research that scripted roles can be an effective strategy to improve both learning processes and outcomes. In addition, this study didn’t find any differences in students’ level of cognitive presence when they enrolled in 5-week summer courses or 15-week regular semesters in fall and spring. Finally, this study found evidence that the types of questions related to the level of cognitive presence, i.e., higher level questions can lead to higher level of cognitive presence and vice versa.

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 Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Hajar Ghadirian ◽  
Ahmad Fauzi Mohd Ayub ◽  
Kamariah Binti Abu Bakar ◽  
Maryam Hassanzadeh
Keyword(s):  
Information Exchange ◽  
Knowledge Construction ◽  
Growth Patterns ◽  
Online Discussions ◽  
Threaded Discussions ◽  
Asynchronous Online Discussions ◽  
Use Of Knowledge ◽  
The Impact ◽  
Blended Course

<p>This study presents a case study of asynchronous online discussions’ (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums were explored on three patterns: Short Thread Pattern (SHTP), Extended Thread Pattern (ETP), and Split Thread Pattern (STP). The impact of peer moderating supports on thread growth was also investigated. Types of peer moderators’ supports were explored utilizing a coding scheme from Smet, Keer, Wever, and Valcke’s (2010) study. STP pattern was found to be more common than the other patterns with 74 (37.94%) out of 195 threaded discussions growing on it. The results also showed that, compared to SHTP, in both STP and ETP the occurrences of ‘Information exchange’ and ‘Knowledge construction’ supports appeared to be more, while the presences of supports stimulating ‘Development’, ‘Access and motivation’ and ‘Socialization’ were less. Furthermore, the use of ‘Access and motivation’ and ‘Socialization’ supports appeared to enhance early thread termination when used individually. Thread continuity was reinforced by the use of ‘Knowledge construction’ support with other moderating supports.<em></em></p>

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 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.

scholarly journals Enhancing online protocols through design-based research to improve cognitive presence in a large enrolment course

2021 ◽  
pp. 53-68
Author(s):  
Janet Zydney ◽  
Aimee DeNoyelles ◽  
Baiyun Chen ◽  
Kerry Patton
Keyword(s):  
Online Discussions ◽  
Cognitive Presence ◽  
Shared Cognition ◽  
Large Classes ◽  
Design Based Research ◽  
Large Numbers ◽  
Group Members ◽  
Asynchronous Online Discussions ◽  
Effective Design ◽  
Careful Design

Instructors face challenges in facilitating higher levels of shared cognition in large enrolment classes. One strategy to foster shared cognition is the use of asynchronous discussions; however, these can be difficult to support with large numbers of students. Online protocols have been found to help students take more ownership of the discussion, reducing the workload of instructors and thus may be helpful in this context. The purpose of this study was to determine the most effective design of online protocols in large enrolment classes. The study used a design-based research methodology to iteratively design, assess and refine the online protocols and the design principles of its underlying protocol pedagogy. Participants for this study were 1,286 students enrolled in a blended undergraduate class in business that used online protocols for discussions over three semesters. The paper describes how iterative changes in the design of protocol-based discussions influenced students' cognitive presence. Students’ perceptions of cognitive presence were significantly higher in the second and third iterations, and the concepts shared by group members were significantly more integrated by the third iteration. Findings suggest that with careful design, these enhanced protocols are a potentially useful strategy to facilitate asynchronous online discussions in large classes. Implications for practice or policy: Students need additional incentives to actively participate in large enrolment courses. Instructors can use peer questioning to increase shared cognition in large enrolment courses. Instructors should create concise directions with modelling of exemplary posts to help reduce confusion. Students in large enrolment courses benefit from additional scaffolding of norms to foster a sense of trust. Design-based research provides an effective methodology to examine both theoretical and practical implications of online protocols on cognitive presence.

Multimodal Interactive Tools for Online Discussions and Assessment

2017 ◽  
pp. 85-105 ◽  
Author(s):  
Enilda Romero-Hall ◽  
Cristiane Rocha Vicentini
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Assessment Method ◽  
Online Discussions ◽  
Interactive Tools ◽  
Asynchronous Online Learning ◽  
Subject Areas ◽  
Asynchronous Online Discussions ◽  
Video And Audio ◽  
Specialized Subject

The purpose of this chapter is to discuss the enhancement of asynchronous online discussions and assessment using multimodal interactive tools that allow text, video, and audio posts. The integration of these multimodal interactive tools as well as their affordances could lead to powerful changes in the learning experience of students interacting in asynchronous online environments. Along with providing an overview on asynchronous online discussions, the chapter will include a review of how multimodal interactive tools are used to engage learners in online discussions using text, audio, and video. Additionally, the chapter will describe both the benefits and challenges of asynchronous online discussions with text, audio, and video posting. Furthermore, the chapter will describe how the same multimodal interactive tools can also serve as an assessment method in asynchronous online learning of specialized subject areas.

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