Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough
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| Title: | Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough |
|---|---|
| Language: | English |
| Authors: | Garrison, D. Randy, Cleveland-Innes, Martha |
| Source: | American Journal of Distance Education. 2005 19(3):133-148. |
| Availability: | Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Postsecondary Education |
| Descriptors: | Interaction, Education Courses, Online Courses, Distance Education, Questionnaires, Measures (Individuals), Leadership, Cognitive Style, Learning Strategies, Learning Processes |
| DOI: | 10.1207/s15389286ajde1903_2 |
| ISSN: | 0892-3647 |
| Abstract: | This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning. |
| Abstractor: | Author |
| EIS Cited: | ED544210 |
| Entry Date: | 2005 |
| Accession Number: | EJ717927 |
| Database: | ERIC |
| Abstract: | This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning. |
|---|---|
| ISSN: | 0892-3647 |
| DOI: | 10.1207/s15389286ajde1903_2 |
