Reflection as an Indicator of Cognitive Presence

Redmond, Petrea

doi:10.2304/elea.2014.11.1.46

Cited by 49 publications

(38 citation statements)

References 23 publications

(36 reference statements)

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“…The PIM includes four phases: (1) a triggering event, where a problem is identified for further inquiry; (2) exploration, where an individual explores the issue; (3) integration, where learners concept meaning from ideas formed in the exploration phase; and (4) resolution, where students can apply the new skills and knowledge learned from the previous phases into real-world application(s) (Garrison et al, 2000). Reflection is a key aspect of the CoI framework and helps learners to increase their cognitive presence as Redmond (2014) states, "reflecting on learning content and outcomes relates to knowledge acquisition where learners identify their increased knowledge and skills in the subject area" (p. 50). Garrison, 2007, Journal of Asynchronous Learning Networks, 11, p. 63.…”

Section: Cognitive Presencementioning

confidence: 99%

Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

178

125

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This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.

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Section: Cognitive Presencementioning

confidence: 99%

Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

178

125

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“…Therefore, the design and context of the discussion activities were of paramount importance for the improvement seen in students' cognitive presence. It was noted in a few recent studies (e.g., Redmond, 2014) that when online discussions were structured appropriately, students could share and document their own thinking and reflect on both their own and other students' contributions. When asked to reflect on their learning experience with a given scenario, students could apply their new knowledge more easily and resolve the issue, which means they could reach the resolution phase.…”

Section: Cognitive Presencementioning

confidence: 99%

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Kilis

Yıldırım

2019

OLJ

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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.

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“…Dewey assumed that minds-on experiences and activities are needed. Various instructional approaches, such as problem-solving, exploration, inquiry, and asking for high-level questions, can develop pre-service teachers' critical thinking ability (Redmond, 2014). Prayogi & Asy'ari (2013) previously conducted research and found that pre-service teachers' critical thinking ability could be developed and improved through experimental activities in the laboratory to solve problems.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

Verawati

Prayogi²,

Gummah³

et al. 2019

JPII

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The trend of today's learning goals for educational institutions is to produce pre-service teachers who think critically. Critical thinking is a higher-order thinking domain that can be taught through appropriate learning strategies. This study intended to describe the influences of the conflict-cognitive strategy in the inquiry-based learning model towards pre-service teachers' critical thinking ability. This is pre-experimental research with one group pretest-posttest design. The sample included 18 pre-service physics teachers at Mataram State Islamic University (UIN Mataram). The pre-service-teachers' critical thinking ability was assessed using a critical thinking skill test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. Indicators of critical thinking ability consisted of the ability to analyze, inference, evaluate, and make a decision. The data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were performed. Descriptive analysis results indicated that the average score of critical thinking ability in the pretest was-1 in the "less critical" criteria and increased at posttest to 9,89 in the "quite critical" criteria after learning using the conflict-cognitive strategy in the inquiry-based learning model. Statistically, the analysis results revealed that the implementation of the conflict-cognitive strategy in the inquiry-based learning model had a significant effect on pre-service teachers' critical thinking ability. Therefore, the conflict-cognitive strategy in the inquiry-based learning model can be a reference and alternative learning strategy that can be implemented for specific purposes to improve pre-service teachers' critical thinking ability.

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Reflection as an Indicator of Cognitive Presence

Cited by 49 publications

References 23 publications

Designing a Community of Inquiry in Online Courses

Designing a Community of Inquiry in Online Courses

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

The Effect of Conflict-Cognitive Strategy in Inquiry Learning towards Pre-Service Teachers’ Critical Thinking Ability

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