Investigating the use of online discussions in an undergraduate face-to-face course

Abstract

This paper uses Garrison, Anderson and Archer’s (2000) Community of Inquiry framework to investigate the levels of cognitive and teaching presence within online discussions as a component of an undergraduate face-to-face course. Online discussion was used to support face-to-face learning and teaching. The student and instructor online postings were analyzed using the indicators of cognitive and teaching presence within the Community of Inquiry framework. Although the instructor actively participated and facilitated online discussions, the course was not designed for pre-service teachers to move through all four phases of cognitive presence. This paper examines the levels of engagement that pre-service teachers who had enrolled in a face-to-face course, utilised non-compulsory online discussion forums to enhance their learning.