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.
|Title of host publication||Educational communities of inquiry: Theoretical framework, research and practice|
|Editors||Z. Akyol, D. Garrison|
|Place of Publication||Hershey PA|
|Number of pages||24|
|Publication status||Published - 1 Jan 2013|
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