Analytics of communities of inquiry: effects of learning technology use on cognitive presence in asynchronous online discussions
Date
2015
Authors
Kovanović, V.
Gašević, D.
Joksimović, S.
Hatala, M.
Adesope, O.
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Journal article
Citation
Internet and Higher Education, 2015; 27:74-89
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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 η < sup > 2 < /sup > , 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.
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Link to a related website: https://www.pure.ed.ac.uk/ws/files/19905847/Kovanovic_et_al._2015_Analytics_of_communities_of_inquiry.pdf, Open Access via Unpaywall
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Copyright 2015 Elsevier