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Promoting Cognitive Presence through Asynchronous Discussions on Learning Design Tasks
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, National and Kapodistrian University of Athens, Greece ; , Assistant Professor in Educational Technology and E-learning, School of Pedagogical and Technologica, Greece ; , Lecturer in National and Kapodistrian University of Athens, Greece ; , TEI Stereas Elladas, Greece

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In this paper we investigate how the design and organization of asynchronous discussion tasks may encourage participants’ reflection and cognitive development. The theoretical premises of this research lie on the Community of Inquiry (CoI) framework. In particular instructor’s design choices on the orchestration of discussion forum tasks (teaching presence) propose two forum tasks, the first for students' familiarization with asynchronous discussion processes and the second for designing a technology enhanced course (learning design task). Specific log data from both forums are correlated with data that derive from CoI qualitative content analysis reflecting each student's cognitive development through the learning design task. Results provide evidence about the value of familiarizing students with asynchronous forum processes as well as of participating in learning design tasks organized as a practical inquiry cycle in promoting cognitive development.

Citation

Tzelepi, M., Papanikolaou, K., Roussos, P. & Tsakiri, A. (2015). Promoting Cognitive Presence through Asynchronous Discussions on Learning Design Tasks. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 682-688). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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