Cognitive Presence and Student Outcomes in an Online Teacher Education Course: A Mixed-Methods Study

• In Event: Making Space for Learner Interaction in Online Courses

Abstract

This mixed methods social network analysis study examines the relationships among cognitive presence, satisfaction, and perceived learning associated with co-facilitated online discussions and students’ academic achievement in a fully online asynchronous preservice teacher education course. Initial findings from the qualitative data (i.e., students’ postings in co-facilitated online discussions), the quantitative data (i.e., an online survey), and students’ pre-existing academic achievement scores indicate that co-facilitated online discussions can help promote both perceived and actual cognitive presence, perceived satisfaction, and perceived learning as desirable online student outcomes. This study contributes to online learning and teaching by providing evidence that co-facilitated online discussions are an effective instructional strategy that can be employed by online course instructors for high-quality online learning experiences.

Authors

• Murat Turk, The University of Oklahoma

• Sinem Toraman, Cincinnati Children's Hospital Medical Center