The Community of Inquiry Model Training Using the Cognitive Apprenticeship Approach to Improve Students' Learning Strategy in the Asynchronous Discussion Forum

Junus, Kasiyah; Suhartanto, Heru; R-Suradijono, Sri Hartati; Santoso, Harry Budi; Sadita, Lia

doi:10.9743/jeo.2019.16.1.7

Cited by 14 publications

(8 citation statements)

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“…This model is derived from Deweys' concepts of practical inquiry. Richardson and Ice (2010) and Junus et al (2019) highlighted the importance of this model as a tool to assess thinking and reflection. Garrison et al (2001) stated that this model is good at identifying the critical thinking skills that scripts may reflect.…”

Section: Review Of Relevant Literature Discussion Forumsmentioning

confidence: 99%

Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study

Al-husban¹

2020

IJTE

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This study investigated critical thinking indicators of students’ postings on the asynchronous online discussion forums on the learning management system (LMS) at Arab Open University (AOU), Jordan. The models used to diagnose nineteen students’ postings were Garrisons’ (2001) thinking skills and Newman (1995). Results revealed that participants’ postings reflected the critical thinking indicators proposed by Newman like relevance and importance, but students need to enhance skills like justification, and critical assessment. According to Garrisons’ model, participants could identify, and explore problems, but they need support to evaluate the problem and integrate solutions into their existing knowledge. The findings reveal that participants acquire essential critical thinking skills, but they need to focus on higher order skills. Further research should be conducted using different courses issues to impart the critical thinking indicators that students need in higher institutions. In addition, instructors should be trained on how to formulate online tasks that stimulate high level of thinking.

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Section: Review Of Relevant Literature Discussion Forumsmentioning

confidence: 99%

Critical Thinking Skills in Asynchronous Discussion Forums: A Case Study

Al-husban¹

2020

IJTE

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“…Different strategies have been used to encourage cognitive presence, one of which is using discussion forums (Abe, 2020;Brooker et al, 2018;Chen et al, 2019;Fiock, 2020;Galikyan & Admiraal, 2019;Junus et al, 2019;Moore, 2016;Sadaf & Olesova, 2017). Sadaf and Olesova (2017) focused their study on the how the type of question posed by the instructor could influence the student's levels of cognitive presence.…”

Section: Instructional Approachesmentioning

confidence: 99%

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

Moore

Miller

2022

OLJ

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Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

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“…Different strategies have been used to encourage cognitive presence, one of which is using discussion forums (Abe, 2020;Brooker et al, 2018;Fiock, 2020;Junus et al, 2019;Moore, 2016;Sadaf & Olesova, 2017). Sadaf and Olesova (2017) focused their study on the how the type of question posed by the instructor could influence the student's levels of cognitive presence.…”

Section: Instructional Approachesmentioning

confidence: 99%