Research Article
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Year 2021, Volume: 8 Issue: 1, 344 - 361, 01.01.2021
https://doi.org/10.17275/per.21.20.8.1

Abstract

References

  • Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
  • Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The internet and higher education, 13(1-2), 37-44.
  • Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7(3), 24-46.
  • Chang, B., Chen, S. Y., & Jhan, S. N. (2015). The influences of an interactive group-based videogame: cognitive styles vs. prior ability. Computers & Education, 88, 399-407.
  • Chen, H. L., & Chang, C. Y. (2017). Integrating the SOP 2 Model into the Flipped Classroom to Foster Cognitive Presence and Learning Achievements. Journal of Educational Technology & Society, 20(1).
  • Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216-227.
  • Davis, J. K. (1991). Educational implications of field dependence–independence. In S. Wapner & J. Demick (Eds.), Field dependence–independence: Cognitive styles across the lifespan (pp. 149–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of online learning and teaching, 10(1), 153-165.
  • Du, H. S., & Wagner, C. (2007). Learning with weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions on professional communication, 50(1), 1-16.
  • Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student-content interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23(2-3), 157.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
  • Garrison, D.R., & Anderson, T. (2003). E–learning in 21st century: A framework for research and practice. London: Routledge Falmer.
  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23.
  • Garrison, D.R., & Akyol, Z. (2015). Thinking collaboratively in educational environments: Shared metacognition and co-regulation in communities of inquiry. In J. Lock, P. Redmond, & P.A. Danaher (Eds.), Educational developments, practices, and effectiveness: Global perspectives and contexts (pp. 39–52). New York, NY: Palgrave Macmillan.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and higher education, 10(3), 157-172.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148.
  • Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The internet and higher education, 24, 53-65.
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271.
  • Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4), 284–291.
  • Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89.
  • Kovanović, V., Joksimović, S., Waters, Z., Gašević, D., Kitto, K., Hatala, M., & Siemens, G. (2016). Towards automated content analysis of discussion transcripts: A cognitive presence case. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 15-24).
  • Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
  • Lee, J-M. & Lee, Y. (2006). Personality types and learners’ interaction in web-based threaded discussion. Quarterly Review of Distance Education 7(1): 83-94
  • McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46, 147–160.
  • Messick, S. (1984). The nature of cognitive styles: Problems and promises in educational research. Educational Psychologist, 19 (2), 59-74
  • Moore, J. L., & Marra, R. M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.
  • Morueta, R. T., López, P. M., Gómez, Á. H., & Harris, V. W. (2016). Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. The Internet and Higher Education, 31, 122-131.
  • Mutlu, M., & Temiz, B. K. (2013). Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, 8(11), 766-776.
  • Olesova, L., Slavin, M., & Lim, J. (2016). Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions. Online Learning, 20(4), 34-53.
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Richardson, J. C., & Ice, P. (2010). Investigation students’ level of thinking across instructional strategies in online discussions. Internet and Higher Education, 13, 52–59.
  • Richardson, J. A., & Turner, T. E. (2000). Field dependence revisited I: Intelligence. Educational psychology, 20(3), 255-270.
  • Richardson, J. C., Sadaf, A., & Ertmer, P. A. (2013). Relationship between types of question prompts and critical thinking in online discussions. In Educational communities of inquiry: Theoretical framework, research and practice (pp. 197-222). IGI Global.
  • Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational psychology, 11(3-4), 193-215.
  • Rourke, L., & H. Kanuka. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education 23 (1):19–48.
  • Sadaf, A., & Olesova, L. (2017). Enhancing cognitive presence in online case discussions with questions based on the practical inquiry model. American Journal of Distance Education, 31(1), 56-69.
  • Saracho, O. N. (1997). Teachers' and students' cognitive styles in early childhood education. Westport, CT: Greenwood Publishing Group, Inc.
  • Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32, 6, 475–502.
  • Schrire, S. (2006). Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Computers & Education, 46, 1, 49–70.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44.
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., ... & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89-95.
  • Sternberg, R. J., & Zhang, L. F. (2005). Styles of thinking as a basis of differentiated instruction. Theory into practice, 44(3), 245-253.
  • Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). IGI global.
  • Wang, Y. M., & Chen, V. D. T. (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence--A Practical Experience. Journal of Asynchronous Learning Networks, 12, 157-177.
  • Witkin, H.A. , Oltman, P.K. , Raskin, E. , Karp, S.A. (1971). Group Embedded Figures Test. Technical Report. Consulting Psychologists, Palo Alto CA, USA .
  • Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of educational research, 47(1), 1-64.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style

Year 2021, Volume: 8 Issue: 1, 344 - 361, 01.01.2021
https://doi.org/10.17275/per.21.20.8.1

Abstract

This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions for seven weeks. Content analysis was used to measure cognitive presence in students’ online discussions. The analysis was based on practical inquiry (PI) model which defines four phases of cognitive presence. The data were also analysed using the nonparametric tests, Spearman Rhu correlation, and descriptive statistics. The findings indicate that, in regard to the cognitive presence of the participants, those phases with the highest frequency are found to be exploration and triggering event. It is also found that the CPs of the participants do not vary based on their cognitive styles. In addition, unlike what was reported by previous studies there are no significant differences between the number of words used by the participants and the rate of involvement in online discussions depending on their CPs. On the other hand, there are moderate and strong correlations between the participants’ CP phases suggesting that the CP phases may be developed in relation to one another. Based on the findings, some suggestions are developed in regard to the scope of learning analytics and discussion dynamics concerning the discussion environments in online learning. 

References

  • Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
  • Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the community of inquiry (CoI) framework: An exploratory study. The internet and higher education, 13(1-2), 37-44.
  • Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7(3), 24-46.
  • Chang, B., Chen, S. Y., & Jhan, S. N. (2015). The influences of an interactive group-based videogame: cognitive styles vs. prior ability. Computers & Education, 88, 399-407.
  • Chen, H. L., & Chang, C. Y. (2017). Integrating the SOP 2 Model into the Flipped Classroom to Foster Cognitive Presence and Learning Achievements. Journal of Educational Technology & Society, 20(1).
  • Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216-227.
  • Davis, J. K. (1991). Educational implications of field dependence–independence. In S. Wapner & J. Demick (Eds.), Field dependence–independence: Cognitive styles across the lifespan (pp. 149–175). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of online learning and teaching, 10(1), 153-165.
  • Du, H. S., & Wagner, C. (2007). Learning with weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions on professional communication, 50(1), 1-16.
  • Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student-content interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23(2-3), 157.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
  • Garrison, D.R., & Anderson, T. (2003). E–learning in 21st century: A framework for research and practice. London: Routledge Falmer.
  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23.
  • Garrison, D.R., & Akyol, Z. (2015). Thinking collaboratively in educational environments: Shared metacognition and co-regulation in communities of inquiry. In J. Lock, P. Redmond, & P.A. Danaher (Eds.), Educational developments, practices, and effectiveness: Global perspectives and contexts (pp. 39–52). New York, NY: Palgrave Macmillan.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and higher education, 10(3), 157-172.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148.
  • Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The internet and higher education, 24, 53-65.
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271.
  • Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. The Internet and Higher Education, 13(4), 284–291.
  • Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89.
  • Kovanović, V., Joksimović, S., Waters, Z., Gašević, D., Kitto, K., Hatala, M., & Siemens, G. (2016). Towards automated content analysis of discussion transcripts: A cognitive presence case. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 15-24).
  • Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
  • Lee, J-M. & Lee, Y. (2006). Personality types and learners’ interaction in web-based threaded discussion. Quarterly Review of Distance Education 7(1): 83-94
  • McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46, 147–160.
  • Messick, S. (1984). The nature of cognitive styles: Problems and promises in educational research. Educational Psychologist, 19 (2), 59-74
  • Moore, J. L., & Marra, R. M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38(2), 191-212.
  • Morueta, R. T., López, P. M., Gómez, Á. H., & Harris, V. W. (2016). Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. The Internet and Higher Education, 31, 122-131.
  • Mutlu, M., & Temiz, B. K. (2013). Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, 8(11), 766-776.
  • Olesova, L., Slavin, M., & Lim, J. (2016). Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions. Online Learning, 20(4), 34-53.
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217.
  • Richardson, J. C., & Ice, P. (2010). Investigation students’ level of thinking across instructional strategies in online discussions. Internet and Higher Education, 13, 52–59.
  • Richardson, J. A., & Turner, T. E. (2000). Field dependence revisited I: Intelligence. Educational psychology, 20(3), 255-270.
  • Richardson, J. C., Sadaf, A., & Ertmer, P. A. (2013). Relationship between types of question prompts and critical thinking in online discussions. In Educational communities of inquiry: Theoretical framework, research and practice (pp. 197-222). IGI Global.
  • Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational psychology, 11(3-4), 193-215.
  • Rourke, L., & H. Kanuka. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education 23 (1):19–48.
  • Sadaf, A., & Olesova, L. (2017). Enhancing cognitive presence in online case discussions with questions based on the practical inquiry model. American Journal of Distance Education, 31(1), 56-69.
  • Saracho, O. N. (1997). Teachers' and students' cognitive styles in early childhood education. Westport, CT: Greenwood Publishing Group, Inc.
  • Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32, 6, 475–502.
  • Schrire, S. (2006). Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Computers & Education, 46, 1, 49–70.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44.
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., ... & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89-95.
  • Sternberg, R. J., & Zhang, L. F. (2005). Styles of thinking as a basis of differentiated instruction. Theory into practice, 44(3), 245-253.
  • Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). IGI global.
  • Wang, Y. M., & Chen, V. D. T. (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence--A Practical Experience. Journal of Asynchronous Learning Networks, 12, 157-177.
  • Witkin, H.A. , Oltman, P.K. , Raskin, E. , Karp, S.A. (1971). Group Embedded Figures Test. Technical Report. Consulting Psychologists, Palo Alto CA, USA .
  • Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Review of educational research, 47(1), 1-64.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
There are 48 citations in total.

Details

Primary Language English
Subjects Other Fields of Education, Studies on Education
Journal Section Research Articles
Authors

Sezan Sezgin 0000-0002-0878-591X

Publication Date January 1, 2021
Acceptance Date September 19, 2020
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Sezgin, S. (2021). Cognitive relations in online learning: Change of cognitive presence and participation in online discussions based on cognitive style. Participatory Educational Research, 8(1), 344-361. https://doi.org/10.17275/per.21.20.8.1