Journal Article10.1111/J.1467-8535.2009.01029.X
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning.
Zehra Akyol,D. Randy Garrison +1 more
573
TL;DR: The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes and it is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.
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Abstract: This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning processes and outcomes indicated that students in both online and blended courses were able to reach high levels of cognitive presence and learning outcomes. The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes. It is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.
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Citations
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE).
TL;DR: In this article, the authors provide validation of the Online Student Engagement Scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system.
Where is Research on Massive Open Online Courses Headed? A Data Analysis of the MOOC Research Initiative
Dragan Gašević,Vitomir Kovanović,Vitomir Kovanović,Srećko Joksimović,Srećko Joksimović,George Siemens +5 more
TL;DR: The results revealed the main research themes that could form a framework of the future MOOC research: i) student engagement and learning success, ii) MOOC design and curriculum, iii) self-regulated learning and social learning, iv) social network analysis and networked learning, and v) motivation, attitude and success criteria.
A thematic analysis of the most highly cited scholarship in the first decade of blended learning research
TL;DR: This study determined the most frequently cited books, edited book chapters, and articles on blended learning, as well as the journals in which these highly cited articles appeared, and uncovered the methodologies, research questions, and theoretical frameworks in this scholarship.
313
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Miguel P. Caldas
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TL;DR: In this article, a nova edicao do conhecido livro sobre metodologia de pesquisa de Creswell is presented, e uma obra excelente de referencia for cursos introdutorios de metodology-de-pisa em programas de pos-graduacao.
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John W. Creswell
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Qualitative Research Design: An Interactive Approach
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