Cognitive presence in asynchronous online learning: a comparison of four discussion strategies

@article{Darabi2011CognitivePI,
  title={Cognitive presence in asynchronous online learning: a comparison of four discussion strategies},
  author={Aubteen Darabi and M. C. Arrastia and David W. Nelson and Thomas A. Cornille and Xinya Liang},
  journal={J. Comput. Assist. Learn.},
  year={2011},
  volume={27},
  pages={216-227}
}
Some scholars argue that students do not achieve higher level learning, or cognitive presence, in online courses. Online discussion has been proposed to bridge this gap between online and face-to-face learning environments. However, the literature indicates that the conventional approach to online discussion – asking probing questions – does not necessarily advance the discussion through the phases of cognitive presence: triggering events, exploration, integration and resolution, which are… 

Tables from this paper

COGNITIVE PRESENCE IN PEER FACILITATED ASYNCHRONOUS ONLINE DISCUSSION: THE PATTERNS AND HOW TO FACILITATE

TLDR
This study has unpacked the complexity of students’ cognitive presence in a peerfacilitated discussion environment, especially when students are coached in performing teaching presence, and shed light on the pedagogical practices and strategies of creating an online learning community.

Examining Cognitive Presence and Assessment for Learning in an Asynchronous History Discussion

Online learning, which began in the area of tertiary and adult learning and professional development, has been spreading rapidly as an alternative way for students to pursue learning in the K-12

Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking

Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push

Strategies and Principles to Develop Cognitive Presence in Online Discussions

The chapter is designed to provide online instructors with strategies and techniques for fostering greater cognitive presence in asynchronous online discussion forums. Online discussions, moderated

Enhancing Cognitive Presence in Online Case Discussions With Questions Based on the Practical Inquiry Model

ABSTRACT The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students’ levels of

Characteristics of asynchronous online discussions in a graduate course: an exploratory study

This paper aims to investigate the following questions: What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of students’ discussion initial

Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions

TLDR
It is argued that educators need to employ discussion strategies that integrate all three presences that must be perceived by members in order to support an effective online CoI.

Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions

TLDR
It is argued that educators need to employ discussion strategies that integrate all three presences that must be perceived by members in order to support an effective online CoI.

Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style

  • Sezan Sezgin
  • Psychology
    Participatory Educational Research
  • 2021
This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive
...

References

SHOWING 1-10 OF 61 REFERENCES

Facilitating online discussions effectively

  • A. P. Rovai
  • Education, Sociology
    Internet High. Educ.
  • 2007

Creating cognitive presence in a blended faculty development community

Collaborate to Learn, Learn to Collaborate: Examining the Roles of Context, Community, and Cognition in Asynchronous Discussion

TLDR
Three main categories with multiple themes emerged from the data as important for facilitating collaborative learning in online environments: context, community, and cognition.

Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion

TLDR
The findings revealed that the scaffolds were useful to increase the frequency of student questioning behavior during online discussion and indicated that peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction.

Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough

This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the

How to structure online discussions for meaningful discourse: a case study

TLDR
Protocols and evaluation rubrics guiding online discussions in this course ranged from minimal structure or loosely defined protocols in the first section, to high sructure or well defined and comprehensive protocols and evaluation criteria in the fourth section.

Scaffolding Critical Reflection in Online Discussions

A teacher educator uses the methodology of a design experiment to compare patterns and levels of reflection in two semesters of her students” e-mail discussions about field experiences in urban

Online Learning: Patterns of Engagement and Interaction among In-Service teachers

ABSTRACT Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a

Theoretical foundations for enhancing social connectedness in online learning environments

TLDR
A framework for thinking more systematically about the development of group social structure in online learning environments is proposed and presented, to assist instructional designers in further examining the social system perceived by the online learner.
...