Cognitive presence in asynchronous online learning: a comparison of four discussion strategies

Abstract

Some scholars argue that students do not achieve higher level learning, or cognitive presence, in online courses. Online discussion has been proposed to bridge this gap between online and face-to-face learning environments. However, the literature indicates that the conventional approach to online discussion -asking probing questions -does not necessarily advance the discussion through the phases of cognitive presence: triggering events, exploration, integration and resolution, which are crucial for deep knowledge construction. Using mixed methods, we examined the contribution of four scenario-based online discussion strategies -structured, scaffolded, debate and role play -to the learners' cognitive presence, the outcome of the discussion. Learners' discussion postings within each strategy were segmented and categorized according to the four phases. The discussion strategies, each using the same authentic scenario, were then compared in terms of the number of segments representing these phases. We found that the structured strategy, while highly associated with triggering events, produced no discussion pertaining to the resolution phase. The scaffolded strategy, on the other hand, showed a strong association with the resolution phase. The debate and role-play strategies were highly associated with exploration and integration phases. We concluded that discussion strategies requiring learners to take a perspective in an authentic scenario facilitate cognitive presence, and thus critical thinking and higher levels of learning. We suggest a heuristic for sequencing a series of discussion forums and recommend areas for further related research.

How Much Does Student Engagement with Videos and Forums in a MOOC Affect Their Achievement?

“…Some researchers found that discussion forums promote high quality discussion of course content, allowing students to reflect upon course materials and upon each other's comments (e.g., Walker, 2007). Additionally, the implementation of discussion forums allows students the opportunity to initiate discussions and to drive their own learning (Darabi et al, 2011). In contrast, critiques of the use of discussion forums state that only a small fraction of participants contribute to forums, producing a high quantity of posts in relation to most participants (Coetzee et al, 2014).…”

“…They can be a space for students to interact with other participants, get to know their peers, and learn through their experiences (Young, 2012). They can also be a space for students to check their understanding of the subject matter and to ask questions regarding a task or a problem (Young, 2012;Darabi, Arrastia, Nelson, Cornille, & Liang, 2011). Forums are an environment for cooperation among students (Coetzee et al, 2014) in which students can learn as much from their interactions with others as they do from their interactions with course materials (Thomas, 2002).…”

IRRODL Volume 15, Number 2

“…'the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry' (Garrison, Anderson, & Archer, 2001, p. 9), can be promoted by engaging learners in critical inquiry, integrating interactions and collaborative tasks in DE courses, and scaffolding discussions by posting meaningful questions and leading the learners to find resolution and reach consensus, as suggested by Darabi, Arrastia, Nelson, Cornille, and Liang (2011).…”

Open Praxis vol. 9 issue 4

“…Forums provide spaces in which everyone's perspective can be stated with equal value (Shank & Cunningham, 1996). In addition to giving a voice to participants, the implementation of discussion forums provides opportunities for participants to initiate discussions and to drive their own learning (Darabi et al, 2011).…”

“…Forums can be a space for participants to interact with others, get to know their peers, and learn through their experiences (Young, 2012). They can also be a space for participants to check their understanding of the subject matter and to ask questions regarding a task or an assignment (Young, 2012;Darabi, Arrastia, Nelson, Cornille & Liang, 2011). Forums replace the face-to-face tutorial mode of teaching, allowing a voice for any of the MOOC's participants (Walker, 2007).…”