Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning

Akyol, Zehra
Garrison, D. Randy
This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning processes and outcomes indicated that students in both online and blended courses were able to reach high levels of cognitive presence and learning outcomes. The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes. It is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.


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This study was conducted to examine students' perceptions of collaboration, socialization and task complexity in an online collaborative learning environment. Implementation of the collaborative learning was performed via Google Docs. The study group consists of 43 fourth grade university students who take "Research Methods" course. The students were divided into 11 groups. The students were expected to prepare a research proposal in line with the problem statement which was determined by themselves as part...
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In this study an approach that uses social networking data for developing sentiment analysis system is proposed. With the help of developed software, it is tried to find out whether there is any relation between universities' academic success and sentiment of the public about them in social media. After collecting enough text based data from Twitter, preprocessing of data is carried out and final data is trained by means of Naive Bayes Classifier. After testing process, experimental results have shown that ...
Development of a community of inquiry in online and blended learning contexts
Akyol, Zehra; Garrison, D. Randy; Özden, Muhammet Yaşar (2009-02-07)
This paper discusses findings of a mixed method research project with the goal to study the development of a community of inquiry in online and blended learning environments. A graduate course delivered online and blended format was the focus of the study. Data was gathered from the Community of Inquiry Survey and transcript analysis of online discussions to explore the developmental differences on each presence (social, teaching and cognitive). The results showed: significant differences on social and cogn...
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This study aims to analyze the factors behind adoption of online games, using a theoretical foundation based mostly on the theory of goal-directed behavior and diffusion of innovations model. Factors affecting the adoption behavior are determined on the basis of the goal directed behavior theory, and differences between adopter categories of online game buyers are investigated by applying Rogers’ diffusion of innovations (DOI) theory. Online survey was conducted to reach target group by using social media a...
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This study aimed to explore the roles of students̕ motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students̕ biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative school...
Citation Formats
Z. Akyol and D. R. Garrison, “Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning,” BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, pp. 233–250, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65533.