View in EDS

Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ717927
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Garrison%2C+D%2E+Randy%22">Garrison, D. Randy</searchLink><br /><searchLink fieldCode="AR" term="%22Cleveland-Innes%2C+Martha%22">Cleveland-Innes, Martha</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22American+Journal+of+Distance+Education%22"><i>American Journal of Distance Education</i></searchLink>. 2005 19(3):133-148.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2005
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Courses%22">Education Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1207/s15389286ajde1903_2
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0892-3647
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: CodeSource
  Label: EIS Cited
  Group: SrcInfo
  Data: ED544210
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2005
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ717927
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ717927
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1207/s15389286ajde1903_2
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 133
    Subjects:
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Education Courses
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Learning Processes
        Type: general
    Titles:
      – TitleFull: Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Garrison, D. Randy
      – PersonEntity:
          Name:
            NameFull: Cleveland-Innes, Martha
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2005
          Identifiers:
            – Type: issn-print
              Value: 0892-3647
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: American Journal of Distance Education
              Type: main
ResultId 1