Facilitating "Cognitive Presence" Online: Perception and Design

Autor/inn/en	McCarroll, Julie; Hartwick, Peggy
Titel	Facilitating "Cognitive Presence" Online: Perception and Design
Quelle	In: Online Learning, 26 (2022) 2, S.78-101 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Cognitive Processes; Learner Engagement; Lesson Plans; Online Courses; English for Academic Purposes; Scaffolding (Teaching Technique); Student Attitudes; Teaching Methods; Asynchronous Communication; Instructional Design; Second Language Learning; Second Language Instruction; Teacher Attitudes; Language Teachers; Correlation; Best Practices; Communities of Practice; COVID-19; Pandemics; Educational Change; Undergraduate Students; Group Dynamics; Teacher Student Relationship; College Faculty; Reflection + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lesson planning; Unterrichtsplanung; Online course; Online-Kurs; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Korrelation; Community; Bildungsreform; Gruppendynamik; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the "triggering event" and "exploration" phases. Student participants in two of the three sections also reported "lower" levels of the "integration" and "resolution" phases than the teacher, but students in the third section reported "higher" levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01