Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning
DOI:
https://doi.org/10.24059/olj.v23i2.1460Keywords:
online learning, community of inquiry, social presence, cognitive presence, teaching presence, online asynchronous discussionAbstract
This case study probes the posting patterns of students’ social presence, cognitive presence, and teaching presence in an online learning setting in the basis of community of inquiry framework. Qualitative data was collected from 91 students selected with purposive sampling from the Department of Medical Documentary and Secretary, a fully online associate degree program at a well-known public university. Students participated in six online asynchronous discussion activities on Moodle. The data was analyzed through descriptive and deductive transcript analysis. The findings revealed students’ posting behaviors were at a substantially high level for three-construct, and could be enhanced during treatment at a fairly substantially level, different from earlier studies. The most important points behind a high level of social and cognitive presence were addressing the topics based on real life cases and scenarios and designing reflective activities. The findings further indicated that large class size in online discussion could be overwhelming.
References
Akyol, Z. (2009). Examining teaching presence, social presence, cognitive presence, satisfaction and learning in online and blended course contexts (Unpublished doctoral dissertation). The Graduate School of Natural and Applied Sciences of Middle East Technical University, Ankara, Turkey.
Akyol, Z., & Garrison, D. R. (2011). 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, 42(2), 233-250.
Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students' involvement in and acceptance of Facebook® as a course management system. Journal of Educational Computing Research, 52(2), 155-179.
Altman, D. G. (1999). Practical statistics for medical research. London: Chapman & Hall.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Chau, P. Y. K., Cole, M., Massey, A. P., Montoya-Weiss, M., & O’Keefe, R. M. (2002). Cultural differences in the online behavior of consumers. Communications of the ACM, 45(10), 138-143.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
English, R. M., & Duncan-Howell, J. A. (2008). Facebook goes to college: Using social networking tools to support students undertaking teaching practicum. Journal of Online Learning and Teaching, 4(4), 596-601.
Garrison, D.R. & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7−23.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5-9.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the Community of Inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(10), 157-172.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1), 31-36.
Giannousi, M., & Kioumourtzoglou, E. (2016). Cognitive, social, and teaching presence as predictors of students’ satisfaction in distance learning. Mediterranean Journal of Social Sciences, 7(2 S1), 439-447.
Jackson, L. A., & Wang, J. L. (2013). Cultural differences in social networking site use: A comparative study of China and the United States. Computers in Human Behavior, 29(3), 910-921.
Kilis, S., Rapp, C., & Gülbahar, Y. (2014). Eğitimde sosyal medya kullanımına yönelik yükseköğretim düzeyindeki eğitmenlerin algısı: Türkiye-Almanya örneklemi. Journal of Instructional Technologies & Teacher Education, 3(3), 20-28.
Kim, W. (2015). Learning flow, motivation, and community of inquiry in an online graduate degree program (Unpublished doctoral dissertation). The Graduate School of Purdue University, USA.
Kozan, K., & Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73.
Ladyshewsky, R. K. (2013). Instructor presence in online courses and student satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1), Art. 13.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
Lim, J., & Richardson, J. C. (2016). Exploring the effects of students’ social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31-39.
Liu, C. J., & Yang, S. C. (2014). Using the community of inquiry model to investigate students’ knowledge construction in asynchronous online discussions. Journal of Educational Computing Research, 51(3), 327-354.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.
McKlin, T., Harmon, S. W., Evans, W., & Jones, M. G. (2002). Cognitive presence in web- based learning: A content analysis of students’ online discussions. American Journal of Distance Education, 15(1), 7-23.
Öztürk, E. (2015). Facebook as a New Community of Inquiry Environment: An Investigation in Terms Of Academic Achievement and Motivation. Journal of Baltic Science Education, 14(1), 20-33.
Qiu, L., Lin, H., & Leung, A. K. Y. (2013). Cultural differences and switching of in-group sharing behavior between an American (Facebook) and a Chinese (Renren) social networking site. Journal of Cross-Cultural Psychology, 44(1), 106-121.
Redmond, P. (2014). Reflection as an indicator of cognitive presence. E-Learning and Digital Media, 11(1), 46-58.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W., (1999). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553.
Shea, P., Li, C., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.
Sheridan, K., & Kelly, M. (2010). The Indicators of Instructor Presence that are important to Students in Online Courses. MERLOT Journal of Online Learning and Teaching, 6(4), 767-779.
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: the Community of Inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.
Swan, K. & Shih, L.F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.
Tik, C. C. (2016). Community of Inquiry for Graduate Certificate in Higher Education. Psychology, 6(1), 24-31.
Tran, T. M. (2011). An Examination of Cognitive Presence and Learning Outcome in an Asynchronous Discussion Forum (Unpublished doctoral dissertation). College of Education, Georgia State University, USA.
Tu, C.H. & McIsaac, M. (2002). The Relationship of Social Presence and Interaction in Online Classes. The American Journal of Distance Education, 16(3), 131 – 150.
Vaughan, N., & Garrison, D. R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8(1), 1-12.
Yildirim, Z., Reigeluth, C.M., Kwon, S., Kageto, Y., Shao, Z. (2014). A comparison of learning management systems in a school district: Searching for the ideal personalized integrated educational system (PIES). Interactive Learning Environments, 22(6), 721-736.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
