Using Voice-Recorded Reflections to Increase Cognitive Presence in Hybrid Courses

Abstract

This study examined the impact of voice-recorded reflections on cognitive presence in a hybrid course, guided by the research question: How does the use of voice-recorded reflections impact critical thinking and deeper learning for students participating in a service learning experience? Participants of this study included preservice teachers who engaged in a service-learning project where they provided service to young children while developing skills needed to become an excellent teacher. After the service experience, students were asked to participate in a voice-recorded reflection answering specific survey items that were designed to demonstrate critical thinking and deeper learning. Using the community of inquiry framework and specifically examining cognitive presence, student responses to voice-recorded reflections were coded and analyzed. Several implications for pedagogical practices are highlighted, including the use of reflection to develop the growing professional.

Additional information

Notes on contributors

Laura McLaughlin Taddei

Laura McLaughlin Taddei, Ed.D., is assistant professor of education at Neumann University in Aston, PA where she teaches undergraduate and graduate courses, in particular teaching pre-K to 4th grade math, science and integrating the arts methods courses. Her research interests are in the area of teacher and faculty development, instructional coaching, culturally responsive teaching, collaboration, and educational technology. Please address correspondence to Laura McLaughlin Taddei, Neumann University, Education and Human Services, One Neumann Drive, Aston, PA 19014, USA. E-mail: [email protected]

Stephanie Smith Budhai

Stephanie Smith Budhai, PhD, is an assistant professor and director of graduate education at Neumann University. Stephanie holds teaching certifications through the Pennsylvania Department of Education in PK-12 Instructional Technology, PK-12 Special Education, and K-6 Elementary Education, and is a Certified Quality Matters Online Course Peer Reviewer. Stephanie become interested in educational technology integration while studying Learning Technologies at Drexel University and her research interests include PK-16 online learning, pre-service teacher development, assistive technology in special education, and service-learning.