Higher-Order Thinking: Content Analysis of Cognitive Presence in Chat Sessions

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Stein, Ph.D., D.E., Engle, M.A., C.L., Glazer, Ed.D., H.R., Harris, M.Ed., M.A., R.A., Johnston, M.S.Ed., S.M., Simons, M.A., M.R., Trinko, M.Ed., L.A. & Wanstreet, M.S., M.A., C.E. (2006). Higher-Order Thinking: Content Analysis of Cognitive Presence in Chat Sessions. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2382-2387). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24065.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Authors

David E. Stein, Ph.D., Cheryl L. Engle, M.A., Hilda R. Glazer, Ed.D., Ruth A. Harris, M.Ed., M.A., Susan M. Johnston, M.S.Ed., Mona R. Simons, M.A., The Ohio State University, United States; Lynn A. Trinko, M.Ed., Ohio State University at Lima, United States; Constance E. Wanstreet, M.S., M.A., The Ohio State University, United States

Abstract

This study examines how higher-order learning occurs in a blended environment, through the analysis of chat discussions, as a way of reflecting the dynamic relationship between cognitive presence and critical thinking in a community of inquiry. Findings suggest that individuals exercise higher-order thinking skills when achieving integration and resolution, the upper two stages of practical inquiry. The paper concludes that learning communities, which foster the development of critical thinking, can be created at a distance and improve the quality of an individual's higher-order thinking skills and educational experience.

Keywords

• Developmental Stages
• Distance Education

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