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

Autor/inn/en	Sadaf, Ayesha; Olesova, Larisa
Titel	Enhancing Cognitive Presence in Online Case Discussions with Questions Based on the Practical Inquiry Model
Quelle	In: American Journal of Distance Education, 31 (2017) 1, S.56-69 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2017.1267525
Schlagwörter	Graduate Students; Masters Programs; Cognitive Processes; Web Based Instruction; Online Courses; Case Method (Teaching Technique); Communities of Practice; Computer Mediated Communication; Questioning Techniques; Inquiry; Models; Content Analysis; Nonparametric Statistics; Problem Solving; Comparative Analysis; Instructional Design; Prompting; Interrater Reliability; Coding; Statistical Analysis + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Cognitive process; Kognitiver Prozess; Web Based Training; Online course; Online-Kurs; Case method; Fallmethode; Community; Computerkonferenz; Befragungstechnik; Fragetechnik; Analogiemodell; Inhaltsanalyse; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; Benutzerführung; Interrater-Reliabilität; Codierung; Programmierung; Statistische Analyse
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 cognitive presence in online discussions. Students' discussion postings were collected and categorized according to the four levels of cognitive presence: "triggering events," "exploration," "integration," and "resolution." The data were analyzed using quantitative content analysis and nonparametric statistics. Results revealed that students' responses to questions based on the PIM resulted in higher levels of students' cognitive presence--integration of ideas and resolution of problems--compared with the responses based on the regular (playground) questions. These results suggest that instructors can use the PIM as a guiding framework to design questions that may influence cognitive presence in online discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01