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Cognitive presence characteristics of online and face-to-face discussions in a blended course
PROCEEDINGS

, University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper will describe the cognitive presence pre-service teachers demonstrate during online and face-to-face discussions. Through a case study approach it will explore student participation in discussions in one Early Childhood Leadership course taught in a blended mode. Pre-service teachers’ participation in online and face-to-face discussions was analysed using Garrison, Anderson and Archer’s (2000) Cognitive presence indicators from the Community of Inquiry Framework. This study found that pre-service teachers’ participation was highest at the exploration level both in face-to-face discussions and online posts.

Citation

Redmond, P. (2012). Cognitive presence characteristics of online and face-to-face discussions in a blended course. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2077-2083). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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