Abstract

This exploratory study sought to understand the meaning of cognitive presence for graduate students in a blended learning course. Four research questions guided the investigation, which employed a qualitative instrumental case study approach as the research design. Several data sources were used including: semi structured interviews with graduate students; a cognitive presence questionnaire; a focus group of graduate students; and a text analysis grid examining new dimensions of cognitive presence in 100 discussion posts and 20 student learning autobiographies. Findings suggest that there are alternate dimensions to understanding the concept of cognitive presence. In addition, graduate students have distinct ideas about these various dimensions and the types of pedagogical strategies that enhance cognitive development and learning outcomes. The discussion provides insights into these alternate dimensions of cognitive presence and how to help graduate students acquire higher order thinking skills in a blended learning course through the lens of adult learning.

Citation

Atas, S., Ghani, S. & Taylor, M. (2019). Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education. International Journal of Mobile and Blended Learning, 11(2), 1-18. IGI Global. Retrieved September 20, 2020 from https://www.learntechlib.org/p/210386/.

Keywords

• Blended Learning Pedagogy
• Cognitive Presence
• community of inquiry
• higher order thinking
• learning outcomes