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Cognitive Presence in Online Learning
ARTICLE

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Journal of Computing in Higher Education Volume 15, Number 2, ISSN 1042-1726

Abstract

The purpose of this study was to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication technology. The framework used to guide this study is based on the community of inquiry model developed by Garrison, Anderson, and Archer (2000). Crucial methodological constructs congruent with this model and higher order learning were identified. They are discourse, collaboration, management, reflection, monitoring, and knowledge construction. Using a focus group interview, the results of this study reveal that these methodological constructs are consistent with, and supportive of, the facilitation of higher levels of learning in an asynchronous text-based Internet environment.

Citation

Kanuka, H. & Garrison, D.R. (2004). Cognitive Presence in Online Learning. Journal of Computing in Higher Education, 15(2), 21-39. Retrieved July 23, 2019 from .

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