Abstract
This case study probes the posting patterns of students’ social presence, cognitive presence, and teaching presence in an online learning setting in the basis of community of inquiry framework. Qualitative data was collected from 91 students selected with purposive sampling from the Department of Medical Documentary and Secretary, a fully online associate degree program at a well-known public university. Students participated in six online asynchronous discussion activities on Moodle. The data was analyzed through descriptive and deductive transcript analysis. The findings revealed students’ posting behaviors were at a substantially high level for three-construct, and could be enhanced during treatment at a fairly substantially level, different from earlier studies. The most important points behind a high level of social and cognitive presence were addressing the topics based on real life cases and scenarios and designing reflective activities. The findings further indicated that large class size in online discussion could be overwhelming.
Highlights
Following Garrison, Anderson, and Archer’s (2010) statement, the Community of Inquiry (CoI) framework is still in need of further elaboration since it is a developmental model and has areas of incompleteness, especially with regard to cognitive presence
Earlier studies indicated that cognitive presence is likely the most challenging to study (Akyol, 2009) and develop in online courses among the three components of the CoI framework since it is a cyclical form of practical inquiry in which learners move deliberately from understanding the problem or issue to exploration, integration, and application (Garrison & Arbaugh, 2007), and students often face great difficulty arriving at a resolution (Garrison, Anderson, & Archer, 2001; McKlin, Harmon, Evans, & Jones, 2002; Vaughan & Garrison, 2005)
Respecting teaching presence, previous research concludes that teaching presence is the most known element in the CoI framework
Summary
Following Garrison, Anderson, and Archer’s (2010) statement, the CoI framework is still in need of further elaboration since it is a developmental model and has areas of incompleteness, especially with regard to cognitive presence. The literature indicates that it is essential to establish a CoI (Garrison et al, 2000) as it has an impact on learning due to social interaction (Richardson & Swan, 2003; Swan & Shih, 2005; Tu & McIsaac, 2002) It is significantly related with and a predictor of cognitive presence (Akyol, 2009; Kozan & Richardson, 2014; Rourke, Anderson, Garrison, & Archer, 1999). Respecting teaching presence, previous research concludes that teaching presence is the most known element in the CoI framework It functions as a mediating role and must be available in order to evolve from social presence into cognitive presence
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