Redesigning teaching presence in order to enhance cognitive presence: A longitudinal analysis

B.C. Rienties, S.J.H. Giesbers, D.T. Tempelaar, S. Lygo-Baker

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

5 Citations (Scopus)

Abstract

Recent findings from research into the Community of Inquiry theoretical framework indicate that teaching presence may encourage critical inquiry, integration of argumentation, and resolution of a task. Using quasi-experimental research, this chapter examines the impact of a redesign of a CMC environment, which by increased instructional design and organisation provided a more explicit scaffolding of the learning phases for learners. It was hypothesised that learners in a redesigned Optima environment would reach higher levels of cognitive presence due to clearer scaffolding. By comparing 4000 contributions to discourse using two content analyses schemes in a longitudinal perspective, the research results reveal that Optima participants contributed less to cognitive presence from the beginning of the course onwards, in particular to integration of argumentation. The main conclusion from this study is that getting the balance of teaching presence right to facilitate learners in the integration and resolution phase is a delicate and complex issue.
Original languageEnglish
Title of host publicationEducational communities of inquiry: Theoretical framework, research and practice
EditorsZ. Akyol, D. Garrison
Place of PublicationHershey PA
PublisherIGI Global
Pages109-132
Number of pages24
DOIs
Publication statusPublished - 1 Jan 2013

Cite this

Rienties, B. C., Giesbers, S. J. H., Tempelaar, D. T., & Lygo-Baker, S. (2013). Redesigning teaching presence in order to enhance cognitive presence: A longitudinal analysis. In Z. Akyol, & D. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 109-132). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch007