Welcome to the InfoSci Platform
Reference Hub9
Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education

Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education

Maurice C. Taylor, Sait Atas, Shehzad Ghani
Copyright: © 2019 |Volume: 11 |Issue: 2 |Pages: 18
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565253|DOI: 10.4018/IJMBL.2019040101
Cite Article Cite Article

MLA

Taylor, Maurice C., et al. "Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education." IJMBL vol.11, no.2 2019: pp.1-18. http://doi.org/10.4018/IJMBL.2019040101

APA

Taylor, M. C., Atas, S., & Ghani, S. (2019). Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education. International Journal of Mobile and Blended Learning (IJMBL), 11(2), 1-18. http://doi.org/10.4018/IJMBL.2019040101

Chicago

Taylor, Maurice C., Sait Atas, and Shehzad Ghani. "Alternate Dimensions of Cognitive Presence for Blended Learning in Higher Education," International Journal of Mobile and Blended Learning (IJMBL) 11, no.2: 1-18. http://doi.org/10.4018/IJMBL.2019040101

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This exploratory study sought to understand the meaning of cognitive presence for graduate students in a blended learning course. Four research questions guided the investigation, which employed a qualitative instrumental case study approach as the research design. Several data sources were used including: semi structured interviews with graduate students; a cognitive presence questionnaire; a focus group of graduate students; and a text analysis grid examining new dimensions of cognitive presence in 100 discussion posts and 20 student learning autobiographies. Findings suggest that there are alternate dimensions to understanding the concept of cognitive presence. In addition, graduate students have distinct ideas about these various dimensions and the types of pedagogical strategies that enhance cognitive development and learning outcomes. The discussion provides insights into these alternate dimensions of cognitive presence and how to help graduate students acquire higher order thinking skills in a blended learning course through the lens of adult learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.