Exploring differences between students’ interactions, online presence, and cognitive presence

Abstract

The purpose of this research was to examine differences between students at high and low levels of interactions, their perceived online presence (teaching, cognitive, and social), and the level of actual cognitive presence in asynchronous case-based discussions. The results revealed that among three online presences, teaching presence was the highly rated presence among both high and low-interaction students followed by cognitive and social presences. Students were different in the cognitive presence of their perceived abilities to apply knowledge to work or non-class activities. Students’ actual cognitive presence was at exploration and integration levels showing the effectiveness of case-based discussions. This study provided an understanding that low-interaction students still need more support to facilitate cognitive presence. All students reported the need to build a sense of belonging in an online community. This study's findings will guide researchers and practitioners in further design and facilitation of case-based discussions in asynchronous online courses.

Keywords:

• case-based discussions
• cognitive presence
• Community of Inquiry
• interaction

Disclosure statement

The authors report there are no competing interests to declare.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Due to a password-protected learning management system, the research data would remain unavailable and would not be shared.

Notes on contributors

Larisa Olesova

Larisa Olesova is a Clinical Assistant Professor in the School of Teaching and Learning at the University of Florida. Her research focuses on distance education, specifically asynchronous online learning environments. Other areas of research and practice include aspects of online presence, the Community of Inquiry (CoI), instructional strategies and best practices in online teaching. She has authored or co-authored 1 book, 12 peer-reviewed journal articles and 11 book chapters to date in addition to other publications and have presented over 30 sessions at regional, state, national, and international conferences.

Ayesha Sadaf

Ayesha Sadaf is an Associate Professor of Learning, Design and Technology in the Department of Educational Leadership at the University of North Carolina Charlotte. Her research focuses on issues related to socio-cognitive learning in digital environments, specifically, exploring emerging technologies and instructional strategies to promote high-level learning, critical thinking, cognitive presence, metacognition, and engagement.