Part II of a discussion of the Community of Inquiry framework. Jennifer Maddrell leads us in a consideration of what it means to create 'cognitive' presence in online courses.
Jennifer Maddrell leads a discussion of another key aspect of online teaching and learning--developing cognitive presence in online courses. In addition to discussing the definition of cognitive presence, we consider how it can be facilitated, and the challenges that students face when the instructors emphasize collaboration without adequate supports.
Jennifer Maddrell leads off a three part series on the Community of Inquiry framework. The CoI framework addresses the need for the elements of social presence, cognitive presence and teaching presence to be present in order for a learning experience to be successful. In the first show, key definitions of social presence are highlighted and we discuss the practical activities that enhance social presence in online courses. Sessions are also available for viewing in a web-conferencing format.
According to Garrison (2009),Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”
Defining, creating and maintaining social presence in online courses is the focus of this week's show and is part of a three-part series that considers the Community of Inquiry framework.
This week, we discussed how to promote learning through asynchronous discussions, in many cases, the heart of online courses. Issues considered include: developing a sense of community, structuring discussions, setting expectations, assessment and strategies for facilitating quality interactions.