Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in MOOCs

Abstract

Massively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive presence on students’ learning performance by analysing more than 400,000 posts of 13 MOOCs. First, the study built a highly predictive classification model using a machine learning algorithm to automatically identify the phases of cognitive presence in MOOC forum posts. Subsequently, multilevel modelling was used to analyse the influence of learners’ cognitive presence on their learning performance. The results showed that different phases of cognitive presence influenced students’ learning differently. The findings help us understand the phases and depth of students’ cognitive presence and can be used as the basis for MOOCs to automatically provide appropriate cognitive feedback and support to students. What is already known about this topic Massively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting student learning in MOOCs. Little is known so far about the role of cognitive presence in influencing students’ learning performance. What this paper adds This study built a highly predictive classification model using a machine learning algorithm to automatically identify the phases of cognitive presence in MOOC forum posts. Multilevel modelling was used to quantify the influence of learners’ cognitive presence on their learning performance. The results showed that different phases of cognitive presence influenced students’ learning differently. Implications for practice and/or policy This study built an effective, high‐performance machine learning model with easy feature extraction, which could be used to automatically identify students’ cognitive processes in MOOC forums and beyond. The combination of cognitive presence and learning performance helps us understand the phases and depth of students’ cognitive presence. The findings can be used as the basis for MOOCs to automatically provide appropriate cognitive feedback and support to students.

Developing a Community of Inquiry using an educational blog in higher education from the perspective of Bangladesh

“…The results of this investigation are consistent with the conclusions of a prior study (Fiock, 2020). In addition, this study has confirmed that cognitive presence is highly observed in blogging activities, which is similar to the findings of a previous research (Liu et al, 2022). On the contrary, several studies (Garrison, 2007;Galikyan and Admiraal, 2019) have found difficulties to move toward higher cognitive and inquiry levels in asynchronous online discussions.…”