Toward Higher-Level Cognitive Presence in Online Inquiry Dialogue: What's the Pattern and How to Facilitate?

• In Event: Online Teaching and Learning SIG Paper Session 2

Abstract

The purpose of this study was to investigate students’ cognitive presence in their online inquiry discourse and the facilitative practices that promote higher level cognitive presence. We examined 738 discussion messages. Analytic methods included both qualitative and quantitative content analysis of discussion messages. Cognitive presence distribution, cognitive presence levels, and strategies that facilitate higher level cognitive presence were explored. The findings indicated that although cognitive presence were detected in most discussion messages, they aggregated at a lower level. Types of initiating questions positively affected the level of cognitive presence. In this paper, we also explored the facilitative strategies that are targeted to students’ higher level cognitive presence.

Authors

• Ye Chen, Syracuse University

• Jing Lei, Syracuse University