Critical thinking, cognitive presence, and computer conferencing in distance education

By D. Randy Garrison, Terry Anderson, Walter Archer. 2001

2,898 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ccc85b13ed654e7fc22ea8a108b132245d6ceb26

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Social Presence within the Community of Inquiry Framework. (2011, background): “Garrison, Anderson, and Archer (2001) suggested that these measures of cognitive presence are “a means to assess the systematic progression of thinking over time” (p. 11).”
Revisiting methodological issues in transcript analysis: Negotiated coding and reliability (2006, methodology): “Categories of social presence were generated from an extensive review of the literature on collaborative and mediated communication; the cognitive presence model and categories were grounded in the work of Dewey (1933) ( Garrison, Anderson, & Archer, 2001 ); and the categories of teaching presence e”
Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses (2007, methodology): “While the dimensions of the CoI framework have been examined via content analysis (Anderson et al., 2001; Garrison et al., 2001; Stodel et al., 2006), the survey-based measures that were adopted in this study allow for the use of a larger and wider sample in a relatively efficient manner.”
Validity in quantitative content analysis (2004, background): “Garrison et al. (2001) developed a coding protocol to assess cognitive presence in computer conferencing , which they defined as the ability of learners to construct meaning through sustained communication .”
Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education (2009, background): “It should be noted here that the CoI framework suggests that the components do not exist in isolation (Garrison, Anderson, & Archer, 2001; Garrison et al., 2000), but rather each can be seen as an overlapping set of lenses.”
Understanding telecollaboration through an analysis of intercultural discourse (2010, background): “The practical inquiry model includes four phases of critical thinking and cognitive presence (Garrison et al., 2001).”
Online Learning: Patterns of Engagement and Interaction among In-Service teachers (2003, methodology): “Some modification to the original model was necessary because of differences between the speech segment unit of analysis and the whole message units of analysis used by Garrison et al. (2001).”
Creating effective student engagement in online courses: What do students find engaging? (2010, background): “Gayton and McEwen (2007) found rapport and collaboration between students, thought provoking questions, and dynamic interaction among the top instructional processes identified by instructors and students.”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, background): “Contrary to previous studies (Garrison et al, 2001; Kanuka, Rourke & Laflamme, 2007; McKlin et al, 2001; Meyer, 2003; Pawan, Paulus, Yalcin & Chang, 2003; Vaughan & Garrison, 2005), the integration phase was found to be the most active in both online and blended environments.”
The influence of instructional methods on the quality of online discussion (2006, result): “Our results are not unique; in fact, many researchers who have observed and analysed the content of online discussions categorise the bulk of student contributions as exploration (see, eg, Fahy, 2002; Garrison et al , 2001; McKlin, Harmon, Evans & Jones, 2002).”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “Contrary to most previous studies (e.g., Garrison et al., 2001; McKlin et al., 2001; Meyer, 2003; Pawan et al., 2003; Vaughan & Garrison, 2005; Kanuka et al., 2007; Stein et al., 2007), the integration phase was found to be the most active in both online and blended environments.”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “While teaching presence is a well-established construct (Garrison et al., 2000, 2001) and a number of indicators for teaching presence have been established (Shea et al., 2010), the roles described here attempt to connect aspects of the teaching presence construct across teaching presence…”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “Garrison et al. (2001) operationalized cognitive presence in terms of a practical inquiry model resulting in a four-phase process: (1) a triggering event, where some issue or problem is identified for further inquiry; (2) exploration, where students explore the issue, both individually and…”
Learning in Communities of Inquiry: A Review of the Literature (2009, methodology): “Several authors (Fahy, Garrison et al., 2001; Kanuka et al., 2007; McKlin, Harmon, Evans, & Jones, 2002; Stein et al., 2007; Schrire, 2004) have analyzed transcripts of students' contributions to online forums.”