Cognitive Presence:
A Classroom Perspective

Online Ram Education Group (OREG)
Definition of Cognitive Presence

Garrison suggests this is using a “community

of inquiry” in order to carry out “critica...
Phases of Cognitive Presence

Triggering
event

Exploration

Integration

Resolution
Triggering Event

Sense of puzzlement
Inquisitive phase
Exploration

Period of information
exchange
Integration

Connecting ideas
Linking concepts
Resolution

Application of
New Ideas
Intention
 Engage learners
 Move learners beyond the discussion concept
 Motivate learners to utilize critical thinking...
Challenge: Maintain cognitive presence as the
classroom transforms to an online platform
 Use effective tools to create a...
Example
This example assignment
in an online class is geared
towards maintaining
cognitive presence.
Triggering Event

Students are posed with an
ethical question in the
blackboard discussion
board, and asked to take a
side...
Exploration

Students are required to
find articles, websites, or
any sources of information
to support their
arguments, a...
Integration
 All students are required

to comment on each
other’s postings. This
stimulates critical
thinking, and allow...
Resolution
Students are to apply the information exchanged by
developing group presentations arguing for their side
of the...
Why is this important?
 When moving to an online classroom, students often

feel disconnected from each other, and the
in...
Recommendations
 Enhancing the discussions through:
 Pre-structured threads: encourage students in groups to
share insig...
Discussion Tools
 Blackboard
 Blackboard Collaborate
 WebCT
 NiceNet
 Blogs
 Facebook
 Twitter
 Wikis

 Google ha...
References
 Darabi, A, Arrastia, MC, Nelson DW, and Liang X. (2011) Cognitive presence in

asynchronous learning: a compa...
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Cognitive Presence: A Classroom Perspective

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A summary of cognitive presence from a classroom perspective in an online learning environment.

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Cognitive Presence: A Classroom Perspective

  1. 1. Cognitive Presence: A Classroom Perspective Online Ram Education Group (OREG)
  2. 2. Definition of Cognitive Presence Garrison suggests this is using a “community of inquiry” in order to carry out “critical thinking and practical inquiry”
  3. 3. Phases of Cognitive Presence Triggering event Exploration Integration Resolution
  4. 4. Triggering Event Sense of puzzlement Inquisitive phase
  5. 5. Exploration Period of information exchange
  6. 6. Integration Connecting ideas Linking concepts
  7. 7. Resolution Application of New Ideas
  8. 8. Intention  Engage learners  Move learners beyond the discussion concept  Motivate learners to utilize critical thinking process
  9. 9. Challenge: Maintain cognitive presence as the classroom transforms to an online platform  Use effective tools to create a community that is engaged in dialogue CONTENT
  10. 10. Example This example assignment in an online class is geared towards maintaining cognitive presence.
  11. 11. Triggering Event Students are posed with an ethical question in the blackboard discussion board, and asked to take a side.
  12. 12. Exploration Students are required to find articles, websites, or any sources of information to support their arguments, and post them on the discussion board.
  13. 13. Integration  All students are required to comment on each other’s postings. This stimulates critical thinking, and allows students to be more communicative with each other, and reflect on their own postings.
  14. 14. Resolution Students are to apply the information exchanged by developing group presentations arguing for their side of the topic.
  15. 15. Why is this important?  When moving to an online classroom, students often feel disconnected from each other, and the instructor. Regular communication helps students stay active in the class.
  16. 16. Recommendations  Enhancing the discussions through:  Pre-structured threads: encourage students in groups to share insights  Scaffolding: probing questions by the instructor  Role assignments: learners have roles in simulated scenarios  Debate: encourages contrasting viewpoints amongst learners
  17. 17. Discussion Tools  Blackboard  Blackboard Collaborate  WebCT  NiceNet  Blogs  Facebook  Twitter  Wikis  Google hangouts
  18. 18. References  Darabi, A, Arrastia, MC, Nelson DW, and Liang X. (2011) Cognitive presence in asynchronous learning: a comparison of four discussion strategies. Journal of Computer Assisted Learning. 27, 216-227.  Garrison, D.R, Anderson, T, Archer, W. (2004). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. Retrieved November 1, 2013 from: http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPre s_Final.pdf  McKerlich, R., et. al. (2011). Student Perceptions of Teaching Presence, Social Presence and Cognitive Presence in a Virtual World. Journal of Online Learning and Teaching, 7(3). http://jolt.merlot.org/vol7no3/mckerlich_0911.htm  Park, C L. (2009). Replicating the Use of a Cognitive Presence Measurement Tool. Journal of Interactive Online Learning, 8, 140-155. Retrieved November 1, 2013 from: http://www.ncolr.org/jiol/issues/pdf/8.2.3.pdf

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