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Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning
Author(s) -
Akyol Zehra,
Garrison D. Randy
Publication year - 2011
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2009.01029.x
Subject(s) - community of inquiry , blended learning , cognition , psychology , online learning , experiential learning , educational technology , online discussion , quality (philosophy) , mathematics education , computer science , multimedia , world wide web , philosophy , epistemology , neuroscience
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.