Learners’ Cognitive Presence in Online Discussion PROCEEDINGS
Aubteen Darabi, Florida State University, United States ; Meagan Arrastia, Florida State Uniuversity, United States ; David Nelson, Tom Cornille, Xinya Ling, Florida State University, United States
World Conference on Educational Media and Technology, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE)
Compared to face-to-face learning, online learning has been criticized as deficient in providing the social interaction needed for construction of knowledge in complex learning domains. Online discussion has been used to bridge this gap and produce higher level learning through learners’ cognitive collaboration, resulting in integration, synthesis, and evaluation. To accomplish this goal, online discussion must use strategies to allow meaningful critical discourse that requires cognitive presence. This study uses scaffolded, structured, debate, and role play strategies situated in an authentic discussion context for an online course to examine the extent to which they result in higher level learning in terms of the four phases of cognitive presence. The purpose of the experiment was to determine whether these strategies exceed the limitations of the conventional approach to online discussion. The results indicated that Debate and role playing were beneficial for higher level learning.
Darabi, A., Arrastia, M., Nelson, D., Cornille, T. & Ling, X. (2010). Learners’ Cognitive Presence in Online Discussion. In Proceedings of World Conference on Educational Media and Technology 2010 (pp. 517-528). Association for the Advancement of Computing in Education (AACE).
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