NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ985904
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0952-3987
The Importance of Course Design, Feedback, and Facilitation: Student Perceptions of the Relationship between Teaching Presence and Cognitive Presence
Hosler, Kim A.; Arend, Bridget D.
Educational Media International, v49 n3 p217-229 2012
The Community of Inquiry framework has become a useful instrument for exploring learning in online classes; however, the interactions between the constructs of teaching presence and cognitive presence remain relatively unexplored. This study investigated student perceptions of cognitive presence as explained by three teaching presence elements; instructional design and course organization, direct instruction, and facilitated discourse, in both online and face-to-face classes. Results indicate that student perceptions of cognitive presence and teaching presence do not differ between face-to-face and online classes and that discourse facilitation is a key to engendering critical thinking or cognitive presence. Qualitative data indicated certain aspects of teaching presence that students felt related to critical thinking. Students felt critical thinking was positively influenced when an instructor designed an organized course with clear goals and relevant assignments, provided direct feedback that was encouraging, timely, and specific, and actively facilitated discussions that kept everyone focused and participating at a meaningful level. (Contains 1 figure and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A