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p class="3">Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding...
Contexts in source publication
Context 1
... described above, the CoI framework provides a conceptual model for defining, describing and measuring elements supporting the development of online learning communities ( Garrison et al., 2010;Swan & Ice, 2010). The existence of the three principal types of presence-social presence, teaching presence and cognitive presence-was first validated by the development and measurement of a set of indicators, as shown in Table 1 (see Garrison et al., 2000). Scaffolding is any form of instructional support that enables students to complete tasks they would be unable to master without assistance (Schindler & Burkholder, 2014). ...Context 2
... course included 6 modules and lasted 10 weeks. The first 2 weeks (Module 1) comprised the initial phase, week 3 to week 8 (Modules 2-5) the mid-phase, and week 9 to week 10 (Module 6) comprised the final phase. ...Context 3
... result is in general accord with results from the content analysis of the tutor's teaching presence, although in terms of content analysis "Discourse Facilitation" was slightly higher than "Direct Instruction." Table 10 shows that some typical strategies are considered most effective for the development of teaching presence, such as presenting learning tasks in a structured way, questioning, guiding, and summarizing. The interview data also shows that students were most impressed by and satisfied with strategies for guiding, questioning, timely feedback, and providing summaries, a result which is consistent with existing evidence on the impacts of online tutoring strategies (Guo, Gilbert, Jackman, Starns, Hagge, Faidley, & Amin-Naseri, 2014;Schindler & Burkholder, 2014). ...Context 4
... results show (Table 11) that three types of scaffolds for cognitive presence are perceived effective with means all above 4.20. Exploration Scaffold is considered most effective (M=4.44), ...Context 5
... result is consistent with result from the content analysis of the students' cognitive presence (Figure 4), which validates the role of scaffolding in supporting the development of cognitive presence. Table 12 shows that two types of strategies for cognitive presence are the most welcomed by adult students. Students preferred strategies with case studies, especially case studies related to their own practical experiences. ...Similar publications
The pesantren institutions have never lost interest from the young generation. An old pesantren continues the process, and new pesantren keep appearing. The education system and the institutions for pesantren are growing rapidly, as supported by facilities, infrastructure, and curriculum. They are adapted constanly according to the times. The halal...
Citations
... Suppose that we wish to enhance students' learning in an online environment. Instructors must create an efficient and influential learning community where students feel connected with their peers and the faculty/teacher to effectively engage in well-designed collaborative learning [4], [5], [6]. Scholars stress that a strong feeling of community among students is crucial to increasing academic benefits by encouraging cooperation and commitment among students and achieving students' goals [7], [8]. ...
... In the "Online Engagement Framework for Higher Education," Redmond et al. call for follow-up research to expand upon the framework they laid out [9]. The constructs they present focus on various forms of engagement, including cognitive, behavioral, collaborative, and emotional engagement [4]; however, we view these terms as varying forms of capital for our proposal. Additionally, we are building upon the insights gleaned from prior research into "The Power of Synchronous Sessions in Distance Education: Building Community and Resilience in the Age of COVID-19" by Toma & Mhamed [12] and "Online Teaching in a Time of Crisis: Social Capital and Community Building Tools" by Toma & Berge [14]. ...
Cultivating a sense of community can be difficult in online education. We build on the work of Redmond et al. [9] and their proposal of an Online Engagement Framework for Higher Education to investigate online course designs and pedagogies that are likely to foster increased perceptions of social capital, confidence, and resilience in the learning process among students. Our research builds on the student-engagement themes proposed by Redmond et al.: cognitive, behavioral, collaborative, and emotional engagement; these forms of engagement can be facilitated by online course design and pedagogy. These types of engagement, in turn, help foster students’ social engagement, which, as a manifestation of social capital, is linked to better learning outcomes, increased confidence, and resilience in the online learning process. Following a comprehensive literature review that draws on concepts from the community of inquiry and community of practice frameworks, we propose a new model—a Community Engagement Framework for Online Education. With this model, we aim to identify the elements of online course design and pedagogy that correlate with increased student social engagement and, therefore, increased students’ social capital. Our model is more theoretically complex and analytically sound than previous proposals, rendering applicability through testing with real-world data. Future studies can use this model to survey online students and cross-validate it using path analysis and structural equation modeling. Future research can also survey online instructors to identify practical uses of our proposed engagement constructs.
... Yet, there has been longstanding emphasis on the role of facilitators in online learning to promote students' engagement, achievement, involvement, and satisfaction [10]. Thus, online tutors are expected to adaptively scaffold the online learning experience of students [11]. Specifically, Yusuf [12] pointed out that the knowledge that has not been obtained at school can be obtained in online tutoring. ...
In light of the limited research on native learners’ game-based grammar learning, this exploratory study examined the use of facilitator talk moves during synchronous online game-based grammar training for native English-speaking learners. A total of ten native high school learners participated in a 60 to 90-minute synchronous online grammar-based grammar training session while facilitator supporting their training with different facilitator talk moves. We focused on types of facilitator talk moves in each training session and examined the impact of these talk moves on the learners’ grammar score improvement. Using content analysis, we found twelve different talk moves employed in the training sessions. Chi-squared tests for independence revealed that greater use of “checking” talk moves was associated with grammar score improvement, while the greater use of “procedural” talk moves was associated with no score improvement and, by implication, an adverse impact on grammar score improvement.
... Merely creating a discussion group, giving reading materials and tasks, and providing the technology for an online learning environment does not result in students' rich and fulfilling learning experience. For students to learn effectively in an online learning setting, instructors must establish a community where they can interact with one another and the instructor, and complete well-designed collaborative learning tasks (Feng et al., 2017;Sanders & Lokey-Vega, 2020;Tolu & Evans, 2013). Proponents of collaborative online learning emphasise the importance for students to have a strong sense of community to increase the academic benefits, foster student cooperation and dedication, and help students reach their goals (Dixson, 2015). ...
This study is conducted to look at the relationship between all types of presence in online group work. Notably, this study is aimed at providing answers to the following questions: a) how do learners perceive cognitive presence in online group work?, b) how do learners perceive social presence in online group work?, c) how learners perceive teacher presence in online group work? and d) is there a relationship between different types of presence in online group work? The respondents of the quantitative study consisted of 331 ESL undergraduates from a public university. A four-part questionnaire was distributed via online. The 5-Likert scale survey instrument was extracted from Aderibigbe (2021) to reveal the association of cognitive, social and teaching presence in online group work. The findings from the study in general show a significantly strong relationship between all three types of presence during online group work. Statistics obtained from the questionnaire indicated impactful roles played by the presence of the three elements during online group work. Majority of the students collectively agree that the presence of cognitive, social and teacher presence have a positive role on their learning experience during online group work. This can provide insights for future educators, researchers as well as students on the importance of understanding the core elements needed during online group work; hence, improving the quality and productivity.
... Koseoglu and Koutropoulos [28] add that, teaching presence includes the support and guidance and the teacher's ability to create and maintain a relationship with learners. In addition to course design, teachers need to facilitate, scaffold and direct [29]. In effect, teaching presence sets the pace for learning and ends the learning activities and interaction [9,30]. ...
... Social presence has identifiers which are emotional expression, open communication, and group cohesion [10]. In the online learning environment, teachers are encouraged to help students familiarise themselves with the learning environment in order to socialise [29]. This is possible through video introduction, exchange of welcome messages, encouraging students to update their profile in the learning environment, setting online rules or netiquette, encouraging student participation in a critical debate, and connecting with students through group journals [35]. ...
... Cognitive presence (CP) is also known as the developmental model of the CoI framework or the physical inquiry model [29]. The authors continued that CP is the extent to which learners can "construct and confirm meaning through sustained communication" (p. ...
This study sought to investigate the nuances in predictive relationships existing among teaching
presence, cognitive presence and social presence as well as learner presence in the Community of
Inquiry (CoI) framework towards online course satisfaction. The study is necessitated by the
deficiency of current literature in providing information on the nuances in interaction among the
three original presences and learner presence, prior to the final determination of online course
satisfaction. Thus, the study adopted a survey design and collected data via a questionnaire from
347 postgraduate students on an online database course. Partial Least Squares Structural Equation
Modelling was used to validate a definite model on the predictive relationships existing among
teaching presence, cognitive presence, social presence, learner presence and online course
satisfaction. Results from the structural model analysis proved a statistically significant predictive
relationship between learner presence and the three other presences (i.e. cognitive presence,
social presence and teaching presence). Other relationships established include social presence
and cognitive presence; social presence and teaching presence. Finally, online course satisfaction
was predicted by social presence and teaching presence. Based on the findings it was recommended that institutions that offer online courses should device concrete strategies that promote
social presence and teaching presence since these variables are precursors to online course
satisfaction. Finally, the design of online courses should be effective and learner-centred to attract
the learner since learner presence determines all the other three ‘presences’ in online learning
environment.
... According to Garrison (2016), this is possibly due to learners' lack of necessary skills in conducting higher-order thinking activities (ie IN and RE). Following this idea, Stein et al. (2013) and Feng et al. (2017) demonstrated that coaching learners on their discussion skills could promote cognitive development. Particularly, coaching differs from TP components in that coaching is performed outside the discussion process and focuses on general discussion strategies rather than specific K E Y W O R D S analytics for assessment, cognitive presence, epistemic network analysis, online discussion, text classification ...
Providing coaching to participants in inquiry‐based online discussions contributes to developing cognitive presence (CP) and higher‐order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co‐occurrence analysis for assessing CP and cognitive development in online discussions based on the community of inquiry (CoI) framework. First, text classifiers trained on different language models were evaluated for identifying and coding the CP phases. Second, epistemic network analysis (ENA) was employed to model cognitive patterns reflected by co‐occurrences between the coding elements. Results indicated that text classifiers trained on the state‐of‐the‐art language model Bidirectional Encoder Representations from Transformers (BERT) can address the efficiency issue in coding CP phases in discussion transcripts and obtain substantial agreements (Cohen's k = 0.76) with humans, which outperformed other baseline classifiers. Furthermore, compared to traditional quantitative content analysis, ENA can effectively model the temporal characteristics of online discourse and detect fine‐grained cognitive patterns. Overall, the findings suggest a feasible path for applying learning analytics to tracking learning progression and informing theory‐based assessments.
Practitioner notes
What is already known about this topic Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions.
Most studies used self‐report instruments or quantitative content analysis to measure and assess cognitive presence.
More efficient and effective approaches were needed by instructors to support assessment of cognitive development and determine coaching strategies.
What this paper adds An integrated computational approach for the developmental and formative assessment of cognitive presence was proposed and evaluated.
A BERT‐based text classification model could efficiently code massive transcripts and achieve substantial agreements with human coders.
Epistemic network analysis effectively revealed the process of cognitive development and identified representative discussion patterns and behaviours.
Implications for practice and/or policy The proposed approach can considerably reduce the pressure on instructors, enabling them to focus on quality coaching and feedback.
Compared to frequencies of individual codes, the connective features between codes carry more insights for assessing cognitive patterns.
Learners in a discussion group play different roles and produce diverse paths of cognitive development.
... It is regarded as one of the main evaluation indicators for online course learning support services among open universities [40]. During the online learning process, management support serves as the strongest initial form of support for learners, which is mainly reflected in the debugging and operation of relevant equipment, as well as the maintenance and provision of the online learning platform [41]. A learning satisfaction scale that uses the teaching environment and equipment as key indicators was formulated, which would suggest the importance of management-related components of online learning [42]. ...
As a result of the COVID-19 pandemic, many university students have transitioned from face-to-face education in the classroom to online learning. Online learning support services (OLSS) have helped university students adapt to this new form of learning. However, the quality of OLSS may influence learning experiences and satisfaction with online learning. High-quality OLSS could improve the effectiveness of online learning and improve satisfaction rates, thus better meeting students’ education requirements. Therefore, it is of great value for us to explore the effects of OLSS on university students’ learning satisfaction. This study proposed three hypotheses to evaluate the effects of three dimensions of OLSS (cognitive support, emotional support, and management support) on the learning satisfaction of university students. Data were collected through a survey and were then analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). We found that cognitive, emotional, and management support services each had positive correlations with the learning satisfaction of university students. Overall, our results suggest that learning support services should focus on the cognitive, emotional, and management aspects of online learning, thereby meeting personalized learning needs, improving service quality, and promoting online learning.
... In this study, existing distant education is examined using the CoI paradigm, where teaching presence includes the elements influencing educators' developing, facilitating, and leading courses, spanning from course design to material delivery to resource availability. It also includes an online classroom environment (cross-cutting with social presence) and regulating learning (cross-cutting with cognitive presence); social presence represents an environment in which engaging students and academics and building a learning community emerged as essential features of the learners' social and emotional presence as "real people" in online/blended communication; and cognitive presence characterises the education by which the variety in learning styles, summative assessments, and discussion forums influence the students' ability to construct the meaning of concepts through sustained communication among the learners' community (Feng et al. 2017;Garrison 2017;Akyol and Garrison 2011;Garrison et al. 2010). ...
... According to Simonson et al. (1999: 71), it is the teachers' obligation to create a pleasant classroom environment while taking into account all of the students' differences. This feature makes it easier to use the CoI framework designed for the online classroom (Feng et al. 2017;Garrison 2017;Akyol and Garrison 2011;Garrison et al. 2010) as it considers how the active participation of both instructors and learners makes for an effective distance education (Garrison and Arbaugh 2007;Garrison et al. 1999). ...
The world responded to the COVID-19 pandemic by implementing policies and measures such as social and physical distancing to curb the spread of the coronavirus. These policies and measures have however impacted the learning experiences
of millions of domestic and international students. Universities changed their teaching and learning methods from physical to virtual presence following national, international, and World Health Organization (WHO) mandates. However, these rapid shifts had a tangible impact on the quality of education as well as on students and teachers. Using the snowball sampling technique, this study thus seeks to examine the experiences and challenges (distance education, learning experiences, social life, etc.) faced by Southeast Asian students studying in Turkish universities. Through interviews conducted between May and June 2021, this research found that these students felt lonely and anxious during the pandemic, which had an impact on their academic performance. As a result of their immigration status, they were unable to adequately deal with distance education and saw it as ineffectual, unproductive, and a waste of time. This research has implications for policymakers and stakeholders, as well as for both receiving and sending countries.
... It is widely recognized that in a virtual learning environment, merely forming a discussion group, providing reading materials, assignments, and the technology for it to function does not lead to a deep and meaningful learning experience. To enhance students' learning in an online learning environment, instructors need to create an effective learning community where students feel connected with their peers and the faculty/teacher, and engage in well-designed collaborative learning assignments/tasks (Feng et al., 2017;Sanders & Lokey-Vega, 2020;Tolu & Evans, 2013). Scholars/advocates in online learning stress that a strong feeling of community among students is crucial, not only to increase academic benefits but also to encourage cooperation and commitment among students and for achieving student goals (Dixson, 2015). ...
The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world.
... Tidigare studier inom högre utbildning bekräftar att undervisningsnärvaro är väsentlig för att stärka social närvaro, studieframgångar och engagemang i distanskurser (Kim et al., 2016). Feng et al. (2017) undersökte betydelsen av lärarens stöttning (eng. scaffolding) vid en distanskurs för erfarna kinesiska lärare genom CoI-modellen. ...
... För varje steg i modellen ökar studenternas ansvar för att ta del av kursens innehåll och aktiviteterna (e-tivities som Salmon kallar dem) i den digitala lärmiljön. Målet är att studenterna i slutskedet kan hantera kursens innehåll, lärmiljö och metoder självständigt och att de utvecklat en förmåga att lära sig och samarbeta online (jfr Feng et al., 2017). Första steget i modellen (Salmon, 2013) är att välkomna studenterna och låta dem bekanta sig med den digitala lärmiljön så de kan hantera den. ...
This is an electronic reprint of the original article. This reprint may differ from the original in pagination and typographic detail. Cite as:
Åkerfeldt, A., Hilli, C., Bergdahl, N., & Hrastinski, S. (2022) [Design for learning in remote and distance education: a focus on presence and digital learning environments ]Att designa för fjärr- och distansundervisning med fokus på digitala lärmiljöer och
närvaro. Published in: Anna Åkerfelt (Ed.). Digitala lärmiljöer – likvärdig utbildning med fjärr- och distansundervisning (Report series 2022:2) - Slutrapport från FoU-programmet DigiLi. (pp- 51-82)
... In a study of a blended English course, Huang [49] compared the teacher's roles in face to face learning and online learning and reported that, compared to online learning, teachers performed more noticeable roles in face to face learning. Therefore, it is possible that, in this current study, the teacher's role in face to face learning reinforces the teaching presence in online learning, particularly on account of the major deliberate practice task assigned by the same instructor, which belongs to the category of "direct instruction" scaffolding in blended learning [50]. ...
... Obviously, these assertions highlight the importance of designing principles for the CoI framework, especially the social presence, since its goal is providing a supportive learning environment. In these circumstances, the function of the instructional scaffolding support [50], such as example provided in the deliberate practice task, should be emphasized. ...
Education for sustainable development has been regarded as a lifelong learning process and an integral part of quality education. To this end, this study aims to examine the implementation of online learning communities and deliberate practice in a blended learning context, to improve English as a foreign language (EFL) students’ learning performance and engagement. Specifically, in addition to the traditional offline courses, the online film clip watching and writing tasks were adopted to ascertain the role of deliberate practice and the dimensions of the community of inquiry (COI) framework were adopted to examine the perceived effectiveness and improved performance. A quantitative study was carried out, involving 67 undergraduate freshman English course students from one university at northeastern Taiwan. The findings of this study indicate that there is statistically significant correlation between the three dimensions of community of inquiry, perceived learning and learning engagement. Moreover, teaching and cognitive presence are more predictive of students’ perceived learning. Finally, this study also illustrates practical implications, to facilitate students’ learning for sustainable development competency in blended learning contexts.
