Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry framework

Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry... In this paper we make the case that online learning continues to grow at a rapid rate and that understanding this innovative mode of education requires analysis that is both conceptually and empirically driven. This study inquires into the concept of cognitive presence a multivariate measure of significant learning derived from the Community of Inquiry (CoI) framework (Garrison et al. in Am J Distance Educ, 15(1): 3–21, 2001). The CoI framework conceptualizes online knowledge building as a result of collaborative work among members in learning communities characterized by instructional orchestration appropriate to the online environments (teaching presence) and a supportive and collaborative online setting (social presence). We present results of a study of 5,000 online learners to attempt to further validate the CoI framework and articulate the relationships among the constructs within it. Utilizing cluster analysis we propose that the three forms of presence that characterize the CoI framework can be understood through an equilibrium model and that this model has important implications for the design of online instruction and the success of collaborative online learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Computing in Higher Education Springer Journals

Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry framework

Loading next page...
 
/lp/springer-journals/cognitive-presence-and-online-learner-engagement-a-cluster-analysis-of-UbLN1HCbzx

References (51)

Publisher
Springer Journals
Copyright
Copyright © 2009 by Springer Science+Business Media, LLC
Subject
Education; Educational Technology; Learning and Instruction; Higher Education
ISSN
1042-1726
eISSN
1867-1233
DOI
10.1007/s12528-009-9024-5
Publisher site
See Article on Publisher Site

Abstract

In this paper we make the case that online learning continues to grow at a rapid rate and that understanding this innovative mode of education requires analysis that is both conceptually and empirically driven. This study inquires into the concept of cognitive presence a multivariate measure of significant learning derived from the Community of Inquiry (CoI) framework (Garrison et al. in Am J Distance Educ, 15(1): 3–21, 2001). The CoI framework conceptualizes online knowledge building as a result of collaborative work among members in learning communities characterized by instructional orchestration appropriate to the online environments (teaching presence) and a supportive and collaborative online setting (social presence). We present results of a study of 5,000 online learners to attempt to further validate the CoI framework and articulate the relationships among the constructs within it. Utilizing cluster analysis we propose that the three forms of presence that characterize the CoI framework can be understood through an equilibrium model and that this model has important implications for the design of online instruction and the success of collaborative online learning.

Journal

Journal of Computing in Higher EducationSpringer Journals

Published: Aug 13, 2009

There are no references for this article.