Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

By Zehra Akyol, D. Randy Garrison. British Journal of Educational Technology, 2011

587 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/838ebcd9efcf9a67f5e3344db34ea197efb181e2

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “Brame (2014) further amplified this description by adding that knowledge-level learning outcomes (remembering and understanding) are achieved by students outside of class and higher-level learning outcomes (analyzing, applying, and evaluating) are achieved during class time where they have the suppo”
Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, background): “Impacts on learners in blended learning instruction are discussed in the case of students (Lim and Morris, 2009; Lu et al., 2003) and teacher learning (Akyol and Garrison, 2010).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “…discusses three “presences” that are necessary for an effective community of learners: social presence, teaching presence, and cognitive presence (Akyol & Garrison, 2011; Akyol & Garrison, 2014; Annand, 2011; Garrison, 2007; Arbaugh, 2008; Garrison & Anderson, 2003; Garrison & Arbaugh, 2007;…”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “…which is based on social Online Learning Journal – Volume 23 Issue 2 – June 2019 5 197 constructivism and Dewey’s notions of community and inquiry (Akyol & Garrison, 2011; Swan, Garrison, & Richardson, 2009; Swan & Ice, 2010), is one of the most popular theoretical frameworks for…”
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, background): “…for perceived learning and satisfaction in online courses (Arbaugh, 2008); however, course outcomes such as grades still need to be examined (Akyol & Garrison, 2011; King & Witt, 2009) to further demonstrate that the CoI framework is a valid and useful theory to explain effective graduate…”