Journal article
Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions
The Internet and higher education, Vol.27, pp.74-89
10/2015
Handle:
https://hdl.handle.net/2376/120584
Abstract
This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N=81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
•We investigated technology-use profiles using six offerings of a graduate level course with the total of 81 students.•Our MANOVA results revealed six technology-use profiles, associated with different levels of cognitive presence.•Building on the previous research we describe identified clusters and discuss the impact of our findings.
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Details
- Title
- Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions
- Creators
- Vitomir Kovanović - University of Edinburgh, Edinburgh EH8 9YL, United KingdomDragan Gašević - University of Edinburgh, Edinburgh EH8 9YL, United KingdomSrećko Joksimović - Simon Fraser University, Vancouver BC V5A 1S6, CanadaMarek Hatala - Simon Fraser University, Vancouver BC V5A 1S6, CanadaOlusola Adesope - Washington State University, Pullman, WA 99163, United States
- Publication Details
- The Internet and higher education, Vol.27, pp.74-89
- Academic Unit
- Education, College of
- Publisher
- Elsevier Inc
- Identifiers
- 99900601054801842
- Language
- English
- Resource Type
- Journal article