Abstract
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.
Highlights
Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings
Research Question #1: How Has Cognitive Presence Been Examined in Online Courses? For our first research question, we were interested in understanding the contexts in which cognitive presence has been examined
We were curious to explore whether there were any patterns in the empirical research that may be helpful for contextualizing our understanding of cognitive presence
Summary
Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. As we continue through this global pandemic, we have an opportunity to closely examine how we can more effectively integrate technology into learning environments in an equitable and just way (Adedoyin & Soykan, 2020; Hodges et al, 2020; Masonbrink & Hurley, 2020; Moore, 2020; Roitsch et al, 2021; Schuck & Lambert, 2020) Through this introspection, we can create more equitable online learning environments. We focus on the third presence, cognitive presence, which has been linked to success within higher education settings (Abe, 2020) This model suggests that the most successful online learning environments emphasize self-regulated learning and self-reflection. The purpose of this systematic review was to examine the empirical research of cognitive presence in online courses and understand the contexts and implications for practice that emerged from these studies.
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