Redesigning teaching presence in order to enhance cognitive presence: A longitudinal analysis

Educational Communities of Inquiry: Theoretical Framework, Research and Practice

Volumn , Issue , 2012, Pages 109-132

  Rienties, Bart ^a   Giesbers, Bas ^b   Tempelaar, Dirk T ^c   Lygo Baker, Simon ^a  

^a UNIVERSITY OF SURREY   (United Kingdom)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84888013392     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-4666-2110-7.ch007     Document Type: Chapter

References (55)

1. Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190.
2. Akyol, Z., & Garrison, R. (2008). The development of a Community of Inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22.
3. Anderson, T., Rourke, L., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
4. Arbaugh, J. B. (2007). An empirical verification of the community of inquiry framework. Journal of Asynchronous Learning Networks, 11(1), 73-85.
5. Beers, P., Boshuizen, H., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in collaborative learning environment. Computers in Human Behavior, 21, 623-643.
6. Beers, P., Boshuizen, H., Kirschner, P. A., & Gijselaers, W. H. (2007). The analysis of negotiation of common ground in CSCL. Learning and Instruction, 17(4), 427-435.
7. Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Journal of Educational Technology & Society, 35(1), 22-30.
8. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead, UK: Open University Press.
9. Chen, L. S., Cheng, Y. M., Weng, S. F., Lin, C. H., & Tan, Y. K. (2005). A computer-based clinical teaching-case system with emulation of time sequence for medical education. IEICE Transactions on Information and Systems, E88(5), 816-821.
10. De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286.
11. De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28.
12. Garrison, D. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
13. Garrison, D. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). London, UK: Routledge/Taylor and Francis.
14. Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
15. Garrison, D., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1).
16. Garrison, D., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.
17. Giesbers, B., Rienties, B., Gijselaers, W. H., Segers, M., & Tempelaar, D. T. (2009). Social presence, web-videoconferencing and learning in virtual teams. Industry and Higher Education, 23(4), 301-310.
18. Goldstein, D. S., Leppa, C., Brockhaus, A., Bliquez, R., & Porter, I. (2012). Fostering social presence in a blended learning faculty development institute. In Akyol, Z., & Garrison, D. (Eds.), Educational communities of inquiry: Theoretical framework, research and practice. Hershey, PA: IGI Global.
19. Hammond, M. (2000). Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach. Computers & Education, 35(4), 251-262.
20. Hmelo-Silver, C., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
21. Hughes, M., Ventura, S., & Dando, M. (2007). Assessing social presence in online discussion groups: A replication study. Innovations in Education and Teaching International, 44(1), 17-29.
22. Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
23. Järvelä, S., Hurme, T., & Järvenoja, H. (2011). Self-regulation and motivation in computersupported collaborative learning environments. In Ludvigson, S., Lund, A., Rasmussen, I., & Säljö, R. (Eds.), Learning across sites: New tools, infrastructure and practices. New York, NY: Routledge.
24. Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122-135.
25. Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.
26. Kirschner, P. A., Beers, P., Boshuizen, H., & Gijselaers, W. H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, 24(2), 403-420.
27. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
28. Lombard, M., Snyder-Duch, J., & Campanella Bracken, C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587-604.
29. Nadolski, R. J., Kirschner, P. A., & Van Merriënboer, J. J. G. (2005). Optimizing the number of steps in learning tasks for complex skills. The British Journal of Educational Psychology, 75(2), 223-237.
30. Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., & Duncan, R. G. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337-386.
31. Richardson, J. C., Sadaf, A., & Ertmer, P. G. (2012). Relationship between types of question prompts and critical thinking in online discussions. In Akyol, Z., & Garrison, D. (Eds.), Educational communities of inquiry: Theoretical framework, research and practice. Hershey, PA: IGI Global.
32. Rienties, B. (2010). Understanding social interaction in computer-supported collaborative learning: The role of motivation on social interaction. Unpublished manuscript, Maastricht.
33. Rienties, B., Giesbers, B., Tempelaar, D. T., LygoBaker, S., Segers, M., & Gijselaers, W. H. (2012). The role of scaffolding and motivation in CSCL. Computers & Education. 59(3), 893-906.
34. Rienties, B., Kaper, W., Struyven, K., Tempelaar, D. T., Van Gastel, L., & Vrancken, S. (2011). (in press). A review of the role of information communication technology and course design in transitional education practices. Interactive Learning Environments. doi:10.1080/10494820.10492010.10542757
35. Rienties, B., Tempelaar, D. T., Van den Bossche, P., Gijselaers, W. H., & Segers, M. (2009). The role of academic motivation in computer-supported collaborative learning. Computers in Human Behavior, 25(6), 1195-1206.
36. Rienties, B., Tempelaar, D. T., Waterval, D., Rehm, M., & Gijselaers, W. H. (2006). Remedial online teaching on a summer course. Industry and Higher Education, 20(5), 327-336.
37. Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5-18.
38. Rourke, L., Anderson, T., Garrison, D., & Archer, W. (2001a). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
39. Rourke, L., Anderson, T., Garrison, D., & Archer, W. (2001b). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12, 8-22.
40. Rusman, E., Van Bruggen, J., Cörvers, R., Sloep, P., & Koper, R. (2009). From pattern to practice: Evaluation of a design pattern fostering trust in virtual teams. Computers in Human Behavior, 25(5), 1010-1019.
41. Schellens, T., & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-975.
42. Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers & Education, 46(4), 349-370.
43. Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.
44. Schmidt, H. G., Van Der Molen, H. T., Te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009). Constructivist, problem-based learning does work: a meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), 227-249.
45. Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46(1), 49-70.
46. Segers, M., Van den Bossche, P., & Teunissen, E. (2003). Evaluating the effects of redesigning a problem-based learning environment. Studies in Educational Evaluation, 29, 315-334.
47. Strijbos, J.-W., & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26(4), 495-505.
48. Strijbos, J.-W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46(1), 29-48.
49. Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., & Shaw, S. M. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
50. Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. The Internet and Higher Education, 15(3), 161-169. doi:10.1016/j.iheduc.2011.1010.1003
51. Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Team learning beliefs & behaviour. Small Group Research, 37, 490-521.
52. Van der Pol, J., Admiraal, W., & Simons, P. (2006). The affordance of anchored discussion for the collaborative processing of academic texts. International Journal of Computer-Supported Collaborative Learning, 1(3), 339-357.
53. Veerman, A. L., & Veldhuis-Diermanse, E. (2001). Collaborative learning through computer-mediated communication in academic education. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning: Proceedings of the 1st European Conference on Computer-Supported Collaborative Learning (pp. 625-632). Maastricht, The Netherlands: University of Maastricht.
54. Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., & Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. In R. Bromme, F. W. Hesse, & H. Spada (Ed.), Barriers and biases in computer-mediated knowledge communication and how they may be overcome (5 ed., pp. 15-38). New York, NY: Springer.
55. Whipp, J., & Lorentz, R. (2009). Cognitive and social help giving in online teaching: An exploratory study. Educational Technology Research and Development, 57(2), 169-192.