Archibald, D. (2010).
Fostering the development of cognitive presence: Initial findings using the
community of inquiry survey instrument. Internet & Higher Education,13(1/2),
73-74. doi:10.1016/j.iheduc.2009.10.001
This study looked at the relationship between using teaching and social
presence in order to predict cognitive presence. It also examined the CoI
framework in order to test its validity when explaining the interaction in
online learning.
Vaughan, N., &
Garrison, D. R. (2005). Creating cognitive presence in a blended faculty
development community. Internet and Higher Education, 8, 1-12. Retrieved
from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ803715&ERICExtSearch_SearchType_0=no&accno=EJ803715
This study compares the face-to-face and online discussion formats. It looks particularly at the differences in how they affect the cognitive presence. The results imply how important the teaching presence is within a blended learning environment.
This study compares the face-to-face and online discussion formats. It looks particularly at the differences in how they affect the cognitive presence. The results imply how important the teaching presence is within a blended learning environment.
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