Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough

By D. Randy Garrison, Martha Cleveland-Innes. 2005

1,487 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2d87f789a5b223f1285131c93bbaca0d65b96fe4

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Predictors of Learner Satisfaction and Transfer of Learning in a Corporate Online Education Program (2010, background): “Garrison and Cleveland-Innes's (2005 ) study showed the importance of designing interaction, clearly defining course expectations, selecting manageable content, structuring appropriate learning activities, and conducting assessments congruent with learning goals in order to foster an online environm”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “…attests to the importance of teaching presence for successful online learning (Blignaut & Trollip, 2003; Dixon et al., 2006; Finegold & Cooke, 2006; Garrison & Cleveland-Innes, 2005; Kanuka, Rourke, & Laflamme, 2007; Lim & Barnes, 2002; Meyer, 2003; Murphy, 2004a; Pawan et al., 2003; Shea,…”
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample (2008, methodology): “While the CoI framework has been examined extensively in qualitative studies (Anagnostopoulos, Basmadjian, & McCrory, 2005; Garrison & Cleveland-Innes, 2005; Oriogun, Ravenscroft, & Cook, 2005; Schrire, 2004), and individual components of the framework have been examined empirically (Richardson &…”
Learning methods for teacher education: the use of online discussions to improve critical thinking (2011, background): “Garrison and Cleveland-Innes (2005) note that the ‘quantity of interaction does not reflect the quality of discourse’ (p. 135). On a similar line of thought, Roblyer (2002) found that voluntary and required message posting that was pertinent to the purpose of the discussion created higher student en”
Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses (2007, methodology): “Of the three types of presence in the CoI framework, cognitive presence likely is the one most challenging to develop in online courses (Celani & Collins, 2005; Garrison & Cleveland-Innes, 2005; Moore & Marra, 2005).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Also the amount of involvement and presence of the teacher seems to matter, as was indicated by Garrison and Cleveland-Innes (2005).”
A Constructivist Approach to Online Learning: The Community of Inquiry Framework (2009, background): “…that discussions organized around problem solutions, the production of artifacts, or the completion of tasks are more likely to move to resolution (Arnold & Ducate, 2006; Murphy, 2004), and that progression through inquiry requires direction from instructors or tutors (Vaughn & Garrison, 2005).”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, background): “Garrison and Cleveland-Innes (2005) demonstrated the association between teaching presence and cognitive presence when they found that teaching presence in the form of structure (i.e., design) and leadership (i.e., facilitation and direction) was crucial for deep and meaningful approaches to…”
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses (2016, methodology): “While the CoI framework has been used as a theoretical grounding in numerous qualitative studies (Garrison & Cleveland-Innes, 2005; Stodel, Thompson, & MacDonald, 2006; Wanstreet & Stein, 2011; Whipp & Lorentz, 2009) and quantitative research, studies that examine the relationship among the…”
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success (2016, background): “…the students will have a tendency to interact more extensively with tools that are directly recommended for use according to the instructional conditions of the courses they are enrolled in (Cho & Kim, 2013; Garrison & Cleveland ‐ Innes, 2005; Palmer, Holt, & Bray, 2008; Trigwell et al., 1999).”
The making of an exemplary online educator (2011, background): “Horng (2006) approached exemplary online teaching from a negative perspective, reporting on the problems students faced with instructors’ approaches to online learning. Students in Horng’s study identified lack of feedback from instructors, instructors’ unfamiliarity with the online teaching tools, ”
Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “Thus in online discussion there may be a tendency towards utterances that are minimally dialogic, sometimes referred to as monologues (Garrison & Cleveland-Innes, 2005) or as the “separate voice” (Rovai, 2002a, p. 8).”
Revisiting methodological issues in transcript analysis: Negotiated coding and reliability (2006, methodology): “In conclusion, transcript analysis methodologies provide an invaluable technique to understand interaction patterns and the quality of the discourse in online communities of inquiry in higher education ( Garrison and Cleveland-Innes, 2005 ).”
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework (2006, background): “Garrison and Cleveland-Innes (2005) noted, "It is not educationally desirable or reasonable from a time-management perspective to have the teacher respond to each comment.”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “…approach and deep learning suggests an interface characterised by a range of variables, including teacher orientation (Baeten et al. 2010; Garrison and Cleveland-Innes 2005), teaching behaviours (Diseth 2007; Valk and Marandi 2005), clarity of purpose (Diseth et al. 2010; Richardson et…”