Abstract
This study explores cognitive presence (CP) during remote learning by applying content analysis to English language learners’ (ELLs) asynchronous video discussions. The study draws on the framework of Community of Inquiry (CoI) and a four-phase inquiry called the Practical Inquiry Model (PIM). ELLs participated in weekly video discussions over the course of a semester using Flip, a video-based asynchronous computer-mediated communication (ACMC) tool. The data for this study include main reflection videos (N = 137) and peer-response videos (N = 153), and the content analysis provided an understanding to develop deeper learning and co-constructing meaning and knowledge. The findings offer a critical reflection on using asynchronous video discussion for co-constructing knowledge and enhancing social interaction.
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