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Social and Cognitive Presence in Virtual Learning Environments

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Terry Anderson
Terry Anderson

Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments

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Social and Cognitive Presence in Virtual Learning Environments Terry Anderson, Ph.D. Canada Research Chair in Distance Education [email_address] Keynote lecture - Chais Conference Feb. 20, 2007 Open University of Israel
AU
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Athabasca University, Alberta, Canada * Athabasca University ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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Presentation Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Motivations for the Community of Inquiry Investigation (1998-2004) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Expectations of Models and Theories ,[object Object],[object Object],[object Object],[object Object]
Methodology- Quantitative Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],Internet and Higher Education (2002)
John Dewey - reflective thinking ,[object Object]
Characteristics of a Community of Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Presence Coding Results – Two Graduate level Courses
Phases of Cognitive Presence Meyer, K.(2003) Face-to-face versus threaded discussions: The role of time and higher-order thinking – JALN 7(3)
Why low rate of problem resolution? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social Presence ,[object Object],[object Object],[object Object],[object Object],[object Object]
Expressing agreement Expression of emotions Affective Behaviours Use of humor Self-disclosure Complimenting, expressing appreciation Asking questions Referring explicitly to others’ messages. Quoting from others’ messages. Continuing a thread Interactive Behaviours Phatics, salutations Addresses or refers to the group using inclusive pronouns Vocatives Cohesive Behaviours
 
Social Presence Confirmation ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Comparing COI Online vs Face-to-Face Heckman & Annabi (2005) JCMC 10(2)
Teaching Presence ,[object Object],[object Object]
Teaching Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Macro-level comments about course content Netiquette Utilizing medium Establishing time parameters Designing methods Setting curriculum Instructional design & organization Indicator Category
Assess the efficacy of the process Drawing in participants, prompting discussion Setting climate for learning Encouraging, acknowledging, reinforcing contributions Seeking to reach consensus/understanding Identifying areas of agreement/disagreement Facilitating discussion Indicator Category
Inject knowledge from diverse sources, e.g., textbook, articles, internet, personal experiences Diagnose misconceptions Confirm understanding through assessment and explanatory feedback. Summarize the discussion Focus the discussion on specific issues Present content Direct Instruction Indicator Category
Teaching Presence results: Percentage of instructor messages
Percentage of instructor messages with multiple functions
Teacher Presence ,[object Object],Shea, Pickett, & Pelz (2003) A FOLLOW-UP INVESTIGATION OF “TEACHING PRESENCE” IN THE SUNY LEARNING NETWORK. JALN 7(3) .61 .63 Direct instruction .58 .61 facilitating discourse .60 .64 Instructional design Learning Satisfaction
Teaching Presence & Peer Moderating ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching presence and Peer Moderating ,[object Object],“ 14 of the 26 instances of Teaching Process (54%) in the average ALN discussion were performed by students. In the average FTF discussion, however, only 8 of 148 instances of Teaching Process (5%) were performed by students. “ Heckman & Annabi (2005) JCMC 10(2)
Additions to Our Work on Presences
Emotional Presence ,[object Object],[object Object],[object Object]
Emotional Presence Marti Clevland-Innes and Prisca Campbell (2005) Affect in the Community of Inquiry Model
[object Object],[object Object],[object Object]
Student Presence ,[object Object],Learning with Invisible Others: Perceptions of Online Presence and their Relationship to Cognitive T Russo, S Benson - Educational Technology & Society, 2005
PLE’s ,[object Object],Downes, 2006
LSA and Neural Net ,[object Object],[object Object],[object Object],Image: omobb.oasysmobile.com
COI Validation – Factor analysis ,[object Object],[object Object]
COL used as a model for application analysis ,[object Object],[object Object],[object Object]
Informal Blogged Support ,[object Object],[object Object]
Is Text Analysis Worth it? ,[object Object],[object Object]
Methodology Reflections: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Units of Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Software to Aide Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Ethics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reliability ,[object Object],[object Object]
Validity Problems ,[object Object],[object Object],[object Object],[object Object]
Qualitative vs. Quantitative Content Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Different tools – Same Community of Inquiry? ,[object Object],[object Object]
Equivalency ,[object Object],Anderson, T. (2003) Getting the Mix Right. IRRODL
COI meets Web 2.0 ,[object Object],[object Object],[object Object],[object Object]
Web 2.0 Social Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Web 2.0 Cognitive Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Web 2.0 Teaching Presence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
COI Beyond the Threaded Discussion ,[object Object],[object Object],[object Object],Cameron and Anderson, 2006 Comparing Weblogs to Threaded Discussion Tools in Online Educational Contexts http://www.itdl.org/Journal/Nov_06/article01.htm
Teaching Presence in a Life Long Learning Era ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],C
Advice for Practice from COI Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Journal Asynch Learning Networks 2006 10(1)
Conclusions ,[object Object]
Conclusions ,[object Object],The Media is the Message
Comments? Questions? ,[object Object],[object Object],[object Object],When’s lunch? May I go to the restroom? Gee whiz, when does the REAL FUN start?
[object Object],[object Object],[object Object],[object Object],[object Object]
Pattern for a ‘Discussion Group’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Social and Cognitive Presence in Virtual Learning Environments

  • 1. Social and Cognitive Presence in Virtual Learning Environments Terry Anderson, Ph.D. Canada Research Chair in Distance Education [email_address] Keynote lecture - Chais Conference Feb. 20, 2007 Open University of Israel
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  • 18. Cognitive Presence Coding Results – Two Graduate level Courses
  • 19. Phases of Cognitive Presence Meyer, K.(2003) Face-to-face versus threaded discussions: The role of time and higher-order thinking – JALN 7(3)
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  • 22. Expressing agreement Expression of emotions Affective Behaviours Use of humor Self-disclosure Complimenting, expressing appreciation Asking questions Referring explicitly to others’ messages. Quoting from others’ messages. Continuing a thread Interactive Behaviours Phatics, salutations Addresses or refers to the group using inclusive pronouns Vocatives Cohesive Behaviours
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  • 26. Comparing COI Online vs Face-to-Face Heckman & Annabi (2005) JCMC 10(2)
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  • 29. Macro-level comments about course content Netiquette Utilizing medium Establishing time parameters Designing methods Setting curriculum Instructional design & organization Indicator Category
  • 30. Assess the efficacy of the process Drawing in participants, prompting discussion Setting climate for learning Encouraging, acknowledging, reinforcing contributions Seeking to reach consensus/understanding Identifying areas of agreement/disagreement Facilitating discussion Indicator Category
  • 31. Inject knowledge from diverse sources, e.g., textbook, articles, internet, personal experiences Diagnose misconceptions Confirm understanding through assessment and explanatory feedback. Summarize the discussion Focus the discussion on specific issues Present content Direct Instruction Indicator Category
  • 32. Teaching Presence results: Percentage of instructor messages
  • 33. Percentage of instructor messages with multiple functions
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  • 37. Additions to Our Work on Presences
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  • 39. Emotional Presence Marti Clevland-Innes and Prisca Campbell (2005) Affect in the Community of Inquiry Model
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