TY - JOUR
T1 - Analytics of communities of inquiry
T2 - effects of learning technology use on cognitive presence in asynchronous online discussions
AU - Kovanović, Vitomir
AU - Gašević, Dragan
AU - Joksimović, Srećko
AU - Hatala, Marek
AU - Adesope, Olusola
PY - 2015/10/1
Y1 - 2015/10/1
N2 - This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
AB - This paper describes a study that looked at the effects of different technology-use profiles on educational experience within communities of inquiry, and how they are related to the students' levels of cognitive presence in asynchronous online discussions. Through clustering of students (N = 81) in a graduate distance education engineering course, we identified six different profiles: 1) task-focused users, 2) content-focused no-users, 3) no-users, 4) highly intensive users, 5) content-focused intensive users, and 6) socially-focused intensive users. Identified profiles significantly differ in terms of their use of learning platform and their levels of cognitive presence, with large effect sizes of 0.54 and 0.19 multivariate η2, respectively. Given that several profiles are associated with higher levels of cognitive presence, our results suggest multiple ways for students to be successful within communities of inquiry. Our results also emphasize a need for a different instructional support and pedagogical interventions for different technology-use profiles.
KW - Clustering
KW - Community of inquiry
KW - Distance education
KW - Human agency
KW - Learner profiles
UR - http://www.scopus.com/inward/record.url?scp=84934293114&partnerID=8YFLogxK
U2 - 10.1016/j.iheduc.2015.06.002
DO - 10.1016/j.iheduc.2015.06.002
M3 - Article
AN - SCOPUS:84934293114
SN - 1096-7516
VL - 27
SP - 74
EP - 89
JO - Internet and Higher Education
JF - Internet and Higher Education
ER -