Tuesday, March 6
3:05-3:25 PM
CST
Capitol A

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

Full Paper - Book (submit final version now) ID: 34945
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    Petrea Redmond
    University of Southern Queensland

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.

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