Factors that influence cognitive presence: A scoping review.
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| Title: | Factors that influence cognitive presence: A scoping review. |
|---|---|
| Authors: | Maranna, Sandhya1 sandy.maranna@unisa.edu.au, Willison, John2, Joksimovic, Srecko1, Parange, Nayana1, Costabile, Maurizio1 |
| Source: | Australasian Journal of Educational Technology. 2022, Vol. 38 Issue 4, p95-111. 17p. 3 Charts. |
| Subject Terms: | *Critical thinking, *Community of inquiry, *Online education, *Psychology of students, *Universities & colleges |
| Abstract: | The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about fostering higher-order thinking skills, which can be challenging even for experienced educators. To conceptualise effective online pedagogy, the community of inquiry (CoI) framework emphasises cognitive presence (CP), which focuses on the higher-order thinking process. The CoI is the most widely researched framework in online pedagogy, yet contemporary CoI literature lacks collective evidence of factors that influence CP. This scoping review of the CoI literature explores the factors that influence the higher-order thinking that is indicative of CP. Inclusion criteria included evidence of CP in online learning contexts and published between January 2000 and March 2022, providing a total of 121 studies. Results suggest that teaching presence, structure of learning activities and student characteristics all influence CP. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160285133 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160285133 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.7878 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 95 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Community of inquiry Type: general – SubjectFull: Online education Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Universities & colleges Type: general Titles: – TitleFull: Factors that influence cognitive presence: A scoping review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maranna, Sandhya – PersonEntity: Name: NameFull: Willison, John – PersonEntity: Name: NameFull: Joksimovic, Srecko – PersonEntity: Name: NameFull: Parange, Nayana – PersonEntity: Name: NameFull: Costabile, Maurizio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 38 – Type: issue Value: 4 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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