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Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough
ARTICLE

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American Journal of Distance Education Volume 19, Number 3, 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.

Citation

Garrison, D.R. & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction is Not Enough. American Journal of Distance Education, 19(3), 133-148. Retrieved February 19, 2019 from .

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