Using Voice-Recorded Reflections to Increase Cognitive Presence in Hybrid Courses

Abstract

This study examined the impact of voice-recorded reflections on cognitive presence in a hybrid course, guided by the research question: How does the use of voice-recorded reflections impact critical thinking and deeper learning for students participating in a service learning experience? Participants of this study included preservice teachers who engaged in a service-learning project where they provided service to young children while developing skills needed to become an excellent teacher. After the service experience, students were asked to participate in a voice-recorded reflection answering specific survey items that were designed to demonstrate critical thinking and deeper learning. Using the community of inquiry framework and specifically examining cognitive presence, student responses to voice-recorded reflections were coded and analyzed. Several implications for pedagogical practices are highlighted, including the use of reflection to develop the growing professional.