Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

Date

2011-03-01

Author

Akyol, Zehra
Garrison, D. Randy

Metadata

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Collaboration, Engagement, Framework

URI

https://hdl.handle.net/11511/65533

Journal

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY

DOI

https://doi.org/10.1111/j.1467-8535.2009.01029.x

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

Z. Akyol and D. R. Garrison, “Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning,” BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, pp. 233–250, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65533.