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

Zehra Akyol · D. Randy Garrison

587 citations0/0 files storedBritish Journal of Educational Technology

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Online and Blended Learning Innovative Teaching and Learning Methods Visual and Cognitive Learning Processes

Abstract

Abstract This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning processes and outcomes indicated that students in both online and blended courses were able to reach high levels of cognitive presence and learning outcomes. The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes. It is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.

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References

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2018TEACHERS’ KNOWLEDGE ABOUT HIGHER-ORDER THINKING SKILLS AND ITS LEARNING STRATEGY 2013A thematic analysis of the most highly cited scholarship in the first decade of blended learning research 2013Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry 2012Learning presence as a moderator in the community of inquiry model 2015Teacher readiness for online learning: Scale development and teacher perceptions

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