Enhancing Cognitive Presence in Online Case Discussions With Questions Based on the Practical Inquiry Model. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Sadaf, Ayesha; Olesova, Larisa
• Is Part Of: American journal of distance education. Volume 31:Issue 1(2017)
• Page Start: 56
• Page End: 69
• Publication Date: 2017-01-02
• Subjects: Distance education -- United States -- Periodicals; 371.35097
• DOI: 10.1080/08923647.2017.1267525
• Languages: English
• ISSNs: 0892-3647

Abstract

ABSTRACT: The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students' levels of cognitive presence in online discussions. Students' discussion postings were collected and categorized according to the four levels of cognitive presence: triggering events, exploration, integration, and resolution . The data were analyzed using quantitative content analysis and nonparametric statistics. Results revealed that students' responses to questions based on the PIM resulted in higher levels of students' cognitive presence—integration of ideas and resolution of problems—compared with the responses based on the regular (playground) questions. These results suggest that instructors can use the PIM as a guiding framework to design questions that may influence cognitive presence in online discussions.