Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

British Journal of Educational Technology

Volumn 42, Issue 2, 2011, Pages 233-250

  Akyol, Zehra ^a   Garrison, D Randy ^b  

^a MIDDLE EAST TECHNICAL UNIVERSITY   (Turkey)

^b UNIVERSITY OF CALGARY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

APPROACHES TO LEARNING; ASSESSING OUTCOMES; COGNITIVE PRESENCE; COMMUNITY OF INQUIRY; LEARNING APPROACH; LEARNING OUTCOME; LEARNING PROCESS; QUALITY OF LEARNING; QUANTITATIVE MEASURES; RESEARCH DESIGNS; RESEARCH EFFORTS;

TEACHING;

EID: 79951875057     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2009.01029.x     Document Type: Article

References (54)

1. Akyol, Z., Vaughan, N., &, Garrison, D. R., (in press). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments.
2. Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J., et al (2008). Developing a community of inquiry instrument: testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11, 3-4, 133-136.
3. Benbunan-Fich, R., &, Arbaugh, J. B., (2006). Separating the effects of knowledge construction and group collaboration in learning outcomes of web-based courses. Information & Management, 43, 6, 778-793. (Pubitemid 44287243)
4. Biggs, J. B., (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
5. Biggs, J., Kember, D., &, Leung, D. Y. P., (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 1, 133-149.
6. Bloom, B. S., (1956). Taxonomy of educational objectives: the classification of educational goals. Handbook 1: cognitive domain. New York: Longmans, Green.
7. Buraphadeja, V., &, Dawson, K., (2008). Content analysis in computer-mediated communication: analyzing models for assessing critical thinking through the lens of social constructivism. American Journal of Distance Education, 22, 3, 130-145.
8. Cotton, D., &, Yorke, J., (2006). Analyzing online discussions: what are the students learning? In Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: 'Who's learning? Whose technology? Sydney, Australia, December 2006 (pp. 3-6).
9. Creswell, J. W., (2003). Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
10. Desanctis, G., Fayard, A. L., Roach, M., &, Jiang, L., (2003). Learning in online forums. European Management Journal, 21, 5, 565-577. (Pubitemid 37306143)
11. Entwistle, N. J., &, Ramsden, P., (1983). Understanding student learning. London: Croom Helm.
12. Garrison, D. R., &, Anderson, T., (2003). E-Learning in the 21st century: a framework for research and practice. London: Routledge/Falmer.
13. Garrison, D. R., Anderson, T., &, Archer, W., (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 2-3, 87-105. (Pubitemid 129588559)
14. Garrison, D. R., Anderson, T., &, Archer, W., (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 1, 7-23.
15. Garrison, D. R., &, Arbaugh, J. B., (2007). Researching the community of inquiry framework: review, issues, and future directions. The Internet and Higher Education, 10, 3, 157-172. (Pubitemid 47361901)
16. Garrison, D. R., &, Archer, W., (2000). A transactional perspective on teaching-learning: a framework for adult and higher education. Oxford: Pergamon.
17. Garrison, D. R., &, Cleveland-Innes, M., (2005). Facilitating cognitive presence in online learning: interaction is not enough. American Journal of Distance Education, 19, 3, 133-148.
18. Garrison, D. R., Cleveland-Innes, M., Koole, M., &, Kappelman, J., (2006). Revisiting methodological issues in the analysis of transcripts: Negotiated coding and reliability. The Internet and Higher Education, 9, 1, 1-8. (Pubitemid 43332917)
19. Garrison, D. R., &, Kanuka, H., (2004). Blended learning: uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 2, 95-105.
20. Gunawardena, C. N., &, McIsaac, N., (2003). Distance education. In, D. H. Jonassen, (Ed.), Handbook of research for educational communications and technology (pp. 355-395). NewYork: Macmillan.
21. Gunawardena, C. N., Lowe, C. A., &, Anderson, T., (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 4, 395-429.
22. Gunawardena, C. N., &, Zittle, F., (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11, 3, 8-25.
23. Hannafin, M. J., &, Kim, M. C., (2003). In search of a future: a critical analysis of research on web-based teaching and learning. Instructional Science, 31, 4-5, 347-351.
24. Henri, F., (1992). Computer conferencing and content analysis. In, A. R. Kaye, (Ed.), Collaborative learning through computer conferencing: the Najaden papers (pp. 117-136). Berlin: Springer-Verlag.
25. Johnson, B., &, Onwuegbuzie, A., (2004). Mixed methods research: a research paradigm whose time has come. Educational Researcher, 33, 7, 14-26. (Pubitemid 39519587)
26. Kanuka, H., Rourke, L., &, Laflamme, E., (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38, 2, 260-271. (Pubitemid 46325308)
27. Lim, D. H., Morris, M. L., &, Kupritz, V. W., (2007). Online vs. blended learning: differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11, 3, 27-42.
28. Lipman, M., (1991). Thinking in education. Cambridge: Cambridge University Press.
29. Luebeck, J. L., &, Bice, L. R., (2005). Online discussions as a mechanism of conceptual change among mathematics and science teachers. Journal of Distance Education, 20, 2, 21-39.
30. McKlin, T., Harmon, S. W., Evans, W., &, Jone, M. G., (2001). Cognitive presence in web-based learning: a content analysis of students' online discussions. American Journal of Distance Education, 15, 1, 7-23.
31. Marton, F., (1988). Describing and improving learning. In, R. R. Schmeck, (Ed.), Learning strategies and learning styles (pp. 53-82). New York: Plenum.
32. Marton, F., &, Saljo, R., (1976). On qualitative differences in learning: I outcome and process. British Journal of Educational Psychology, 46, 4-11.
33. Maxwell, J. A., (1996). Qualitative research design. An interactive approach. Thousand Oaks, CA: Sage Publications.
34. Meyer, K., (2003). Face-to-face versus threaded discussions: the role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7, 3, 55-65. (Pubitemid 38818749)
35. Meyer, K., (2004). Evaluating online discussions: four difference frames of analysis. Journal of Asynchronous Learning Networks, 8, 2, 101-114. (Pubitemid 38818764)
36. Murphy, E., (2004). Recognising and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35, 4, 421-431.
37. Pawan, F., Paulus, T. M., Yalcin, S., &, Chang, C. F., (2003). Online learning: patterns of engagement and interaction among in-service teachers. Language Learning and Technology, 7, 3, 119-140. (Pubitemid 38817284)
38. Ramsden, P., (2003). Learning to teach in higher education (2nd ed.). London: Routledge.
39. Redmond, P., &, Lock, J. V., (2006). A flexible Framework for online collaborative learning. The Internet and Higher Education, 9, 4, 267-276. (Pubitemid 44841941)
40. Richardson, J. C., &, Swan, K., (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7, 1, 68-88.
41. Roblyer, M. D., Freeman, J., Donaldson, M. B., &, Maddox, M., (2007). A comparison of outcomes of virtual school courses offered in synchronous and asynchronous formats. The Internet and Higher Education, 10, 4, 261-268. (Pubitemid 350087734)
42. Rourke, L., (2008). Learning in communities of inquiry: a review of the literature. Paper presented at the First International Conference of the Canadian Network for Innovation in Education (CNIE), Banff, Alberta, April.
43. Rourke, L., &, Anderson, T., (2002). Using peer teams to lead online discussion. Journal of Interactive Media in Education, 1. Retrieved December 5, 2008, from
44. Rovai, A. P., (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5, 4, 319-332.
45. Schrire, S., (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32, 6, 475-502. (Pubitemid 40106004)
46. Schrire, S., (2006). Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Computers & Education, 46, 1, 49-70. (Pubitemid 41562937)
47. Shea, P., &, Bidjerano, T., (2009). Community of inquiry as a theoretical framework to foster 'epistemic engagement' and 'cognitive presence' in online education. Computers & Education, 52, 3, 543-553.
48. Shea, P., Li, C. S., &, Pickett, A., (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9, 3, 175-190. (Pubitemid 44307720)
49. Swan, K., Garrison, D. R., &, Richardson, J., (2009). A constructivist approach to online learning: the community of inquiry framework. In, C. R. Payne, (Ed.), Information technology and constructivism in higher education: progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.
50. Tashakkori, A., &, Teddle, C., (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage Publications.
51. Tu, C. H., (2000). On-line learning migration: from social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23, 1, 27-37.
52. Tu, C. H., &, McIsaac, M., (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16, 3, 131-150.
53. Vaughan, N., &, Garrison, D. R., (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8, 1, 1-12. (Pubitemid 40391148)
54. Verduin, J. R., &, Clark, T. A., (1991). Distance education: the foundations of effective practice. San Francisco: Jossey-Bass Publishers.