Cognitive presence characteristics of online and face-to-face discussions in a blended course

Redmond, Petrea (2012) Cognitive presence characteristics of online and face-to-face discussions in a blended course. In: Research highlights in technology and teacher education 2012. Society for Information Technology & Teacher Education (SITE), Chesapeake, VA, United States, pp. 167-174. ISBN 1-8800-9496-7


Abstract: This paper will describe the cognitive presence pre-service teachers demonstrate during online and face-to-face discussions. Through a case study approach it will explore student cognitive presence in one Early Childhood Leadership course taught in a blended mode. Pre-service teachers’ contributions in online and face-to-face discussions were analyzed using Garrison, Anderson and Archer’s (2000) cognitive presence indicators from the Community of Inquiry Framework. This study found that pre-service teachers’ cognitive presence was more frequent at the exploration level in both face-to-face discussions and online posts.
The study also found that having a third party analyze the online and face-to-face elements of the course and report the results back to the instructor provided a powerful tool for instructor reflection and catalyst for change in pedagogical practice.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 16 May 2013 02:51
Last Modified: 31 Aug 2017 23:46
Uncontrolled Keywords: cognitive presence, blended, online, higher education research
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development

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