Critical Thinking in Online Educational Discussions Measured as Progress through Inquiry Phases: A Discussion of the Cognitive Presence Construct in the Community of Inquiry Framework (original) (raw)

Critical thinking and computer conferencing: A model and tool to assess cognitive presence

2001

The adoption of computer-mediated communication (CMC) in higher education has far out-paced our understanding of how this medium should be used so as to best promote higher-order learning. This medium is substantively different, in several important ways, from face-to-face classroom teaching. A number of other scholars are now trying to remedy this deficiency in our understanding by studying various aspects of the use of CMC in this educational environment.

Reconceptualizing the Community of Inquiry framework: Exploratory and confirmatory analysis

The Internet and Higher Education, 2014

Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self-and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the framework by addressing this gap. Quantitative content analysis and social network analysis were used with online discussions in a doctoral course to identify qualities of the discourse. The analysis focused on the three original presences of the framework (social, teaching, and cognitive presences) and learning presence, a recently proposed addition to the framework. First, frequencies of all four presences were calculated to report patterns in the discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students' positions of influence and prestige were analyzed in relation to their expressions of the four forms of presence. Findings raise questions about the framework's scope and point toward its reconceptualization.

Reconceptualizing the community of inquiry model : Exploratory and confirmatory analysis

2014

Constructs that require significant additional conceptualization within the community of inquiry model for online learning include the selfand co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the CoI model by addressing this gap empirically. Quantitative content analysis and social network analysis were used with online discussion transcripts to identify qualities of the discourse in student led activities. The analysis focused on the three original presences of the model (social, teaching, and cognitive presences) and learning presence, a recent addition to the model. First, frequencies of all four presences were calculated to quantify patterns in online discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students’ positions of influence and prestige were analyzed in relation to their expressions of the four forms...

Cognitive presence in virtual collaborative learning

Interactive Technology and Smart Education, 2016

Purpose The purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/methodology/approach Using the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories. Findings The calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetit...

Developing Students’ Critical Thinking through Online Discussions: A Literature Review

Malaysian Online Journal of Educational Technology, 2019

Critical thinking (CT) is being recognized as an essential skill for students to master in the 21 st century. Previous studies have suggested that teaching CT through asynchronous online discussions (AODs) can be one of the effective ways to equip students with such 21 st skill in the educational settings. The purpose of this article is to review of the empirical literature related to the use of AOD forums for the development of students' CT. Forty-seven articles published from 2000 to the present day are included in the review. The content of the individual study was analysed through the lens of revised Community of Inquiry framework in order to get an up-to-date understanding of the issues pertaining to using AODs as a method for developing students' CT. By drawing on the review of the existing literature, the research on how social presence could serve a critical role in affecting the development of students' CT is relatively few as compared to teaching presence. Therefore, the dearth of empirical evidence needs more research to make the social presence more dominant in the future studies. This article closes with a discussion on current research gaps and possible areas for future research in this field of study.

Empirical Study of Teaching Presence and Critical Thinking in Asynchronous Discussion Forums

Instructional Technology & Distance Learning, 2009

Today critical thinking is recognized as one of the main goals in education (Schafersman, 1991; Garrison, Anderson, & Archer, 2000; MacKnight, 2000; Moore, 2004; Perkins & Murphy, 2006; Arend, 2009), yet many educators are confused about what it means and ...

Strategies and Principles to Develop Cognitive Presence in Online Discussions

Theoretical Framework, Research and Practice, 2013

The chapter is designed to provide online instructors with strategies and techniques for fostering greater cognitive presence in asynchronous online discussion forums. Online discussions, moderated and facilitated by instructors and students, are a staple in online learning environments and provide powerful mechanisms for engaging students in dialogue. However, oftentimes dialogues stall out at the initial inquiry stage, and deeper, critical thinking is neglected. Realizing the foundational nature of discussion forum activities, the authors present ways in which instructors can nurture cognitive presence and foster deeper lines of thinking in online discussions. The chapter outlines the four stages of cognitive presence while offering strategies and question prompts to engender cognitive presence in online discussions. A quick reference guide is included as a discussion aid, suggesting ways to recognize the stages of cognitive presence as well as providing question prompts for engen...

The influence of social presence and teaching presence on the quality of online critical inquiry

Journal of Computing in Higher Education, 2008

T HIS STUDY EXPLORED the use of version of Dewey's (1933) practical inquiry model for assessing the influence of social presence and teaching presence on the quality of critical inquiry experienced by online learners. Students (N = 33) enrolled in an online version of a graduate-level, educational statistics course were randomly assigned to either a control, social presence, or social presence combined with teaching presence experimental discussion group. Results showed that the social presence combined with teaching presence group posted significantly more responses at the highest levels of cognitive presence than either the control or the social presence discussion groups. (Keywords: assessing online inquiry, cognitive presence, computer-mediated conferencing)

Re-evaluation of community of inquiry model with its metacognitive presence construct

Among the discussion-content analytical tools in the field of e-learning research, the community of inquiry (CoI) model is extensively applied and continuously improved by its users. This model investigates the types of elements that are manifested through inquiry-based learning processes in online discussions. They are social, cognitive, teaching, and metacognitive presences. These elements are essential for meaningful student interactions to take place in online learning environments. Particularly, the metacognitive presence construct of the CoI model discovers the students’ ability of self and co-regulation of learning in an online learning environment. However, the metacognitive presence construct of the CoI model has not been evaluated along with the other components of the model. Therefore, in this paper the CoI model was re-evaluated to determine its reliability in analysing discussions in online courses on Information Technology related subjects. The evaluation was carried out on the basis of four online courses designed and developed for a distance learning programme in Sri Lanka. The paper discusses the modifications that were needed to make the model more applicable for conducting discussion-content analysis in similar types of online learning environments, and reports on the results of the final evaluation. The findings of the study imply that the theoretical framework of the CoI model needs to be improved to properly enclose the metacognitive presence component. In addition to that, the study adds points to the CoI model supporting for its well applicability and reliability in analysing online discussion content in Information Technology related courses.