Fostering Cognitive Presence in Online Courses:  A Systematic Review (2008-2020)

Moore, Robert L.; Miller, Courtney N.

doi:10.24059/olj.v26i1.3071

Cited by 21 publications

(17 citation statements)

References 55 publications

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“…In this section, we discuss the five stages involved in the review process: scoping, search, filtering, full article review, and synthesis. Like Moore and Miller (2022), we hope that providing details of our process will establish trustworthiness (Page et al, 2021) and enable others to replicate our study. Figure 2 provides a visual representation of our systematic review process, which determined 52 sources to include for data extraction and synthesis.…”

Section: Methodsmentioning

confidence: 93%

A Systematic Review of Research on Moderators in Asynchronous Online Discussions

Ahlf

McNeil²

2023

OLJ

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This systematic review examined research on moderators in asynchronous online discussions (AODs) through a review of 52 sources published over the past four decades. Areas of interest included conceptual frameworks cited in research, publication trends, instructional contexts, research methods and characteristics, and descriptions of the role of the moderator with implications for practice. Results indicate: (1) nearly half of the publications did not cite a conceptual framework focused on moderation; (2) the field is diverse with a wide variety of themes for research designs, outcomes, foci, and questions; (3) half of reviewed publications involved case studies or similarly limited study designs; (4) the majority of publications collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. We conclude by discussing the implications of some of the findings and future research options.

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Section: Methodsmentioning

confidence: 93%

A Systematic Review of Research on Moderators in Asynchronous Online Discussions

Ahlf

McNeil²

2023

OLJ

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“…In this section, we discuss the five stages involved in the review process: scoping, search, filtering, full article review, and synthesis. Like Moore and Miller (2022), we hope that providing details of our process will establish trustworthiness and enable others to replicate our study. Figure 2 provides a visual representation of our systematic review process, which determined 52 sources to include for data extraction and synthesis.…”

Section: Methodsmentioning

confidence: 94%

OLJ March 2023 27(1)

Rice¹

2023

OLJ

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“…Fostering cognitive presence is important for success in higher education, and requires strategies carefully designed and implemented. According to Moore and Miller's (2022) literature review on cognitive presence in online courses, useful suggestions for instructors were for example, providing clear participation requirements, versatile integration of technologies and well-structured discussion forums. They also encourage trying different approaches to improve SP, which is also considered to help with cognitive presence (Moore & Miller, 2022).…”

Section: Design Frameworkmentioning

confidence: 99%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

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Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and theoretical framework for a digital learning ecosystem in Information and Communication Technology (ICT) engineering education in Lapland University of Applied Sciences (UAS), Finland. This cycle examines students’ learning experiences in a project and Industry 4.0-based approach in a digital learning ecosystem with authentic industry assignments and involvement. The study examines the learning experiences of ICT engineering students in a project and Industry 4.0-based approach in a digital environment with authentic industry assignments and involvement. The study was carried out using the Community of Inquiry (CoI) approach. Rasch Rating Scale Model was used to analyse first-, second-, and third-year students’ responses to a translated and adapted CoI questionnaire. Open-ended questions were added to the questionnaire, which was then analysed using content analysis. The results indicate that students perceived project-based learning in an online setting positively. However, the findings point to issues with social interactions and the actual application of learnt knowledge and skills. Challenges in task management and scheduling, as well as receiving feedback, had a somewhat negative impact on the learning experience, particularly during the first year of study. Finally, this paper concludes by presenting a visual model summarizing the design framework developed through a broader DBR study informed by the previous DBR cycles. The findings may benefit practitioners in developing similar communities and ecosystems.

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Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020)

Cited by 21 publications

References 55 publications

A Systematic Review of Research on Moderators in Asynchronous Online Discussions

A Systematic Review of Research on Moderators in Asynchronous Online Discussions

OLJ March 2023 27(1)

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

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