Understanding the relationship between technology use and cognitive presence in MOOCs

Vitomir Kovanović; Srećko Joksimović; Oleksandra Poquet; Thieme Hennis; Shane Dawson; Dragan Gašević

doi:10.1145/3027385.3029471

Understanding the relationship between technology use and cognitive presence in MOOCs

Vitomir Kovanović, Srećko Joksimović, Oleksandra Poquet, Thieme Hennis, Shane Dawson, Dragan Gašević

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

8 Citations (Scopus)

Abstract

In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.

Original language	English
Title of host publication	LAK'17 Conference Proceedings
Subtitle of host publication	The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data
Editors	Inge Molenaar, Xavier Ochoa, Shane Dawson
Place of Publication	New York NY USA
Publisher	Association for Computing Machinery (ACM)
Pages	582-583
Number of pages	2
ISBN (Electronic)	9781450348706
DOIs	https://doi.org/10.1145/3027385.3029471
Publication status	Published - 13 Mar 2017
Externally published	Yes
Event	International Learning Analytics & Knowledge Conference 2017 - Morris J Wosk Centre for Dialogue, Simon Fraser University, Vancouver, Canada Duration: 13 Mar 2017 → 17 Mar 2017 Conference number: 7th http://lak17.solaresearch.org/

Conference

Conference	International Learning Analytics & Knowledge Conference 2017
Abbreviated title	LAK 2017
Country/Territory	Canada
City	Vancouver
Period	13/03/17 → 17/03/17
Internet address	http://lak17.solaresearch.org/

Keywords

Community of inquiry model
MOOCs
Student clustering

Access to Document

10.1145/3027385.3029471

Cite this

Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Dawson, S., & Gašević, D. (2017). Understanding the relationship between technology use and cognitive presence in MOOCs. In I. Molenaar, X. Ochoa, & S. Dawson (Eds.), LAK'17 Conference Proceedings: The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data (pp. 582-583). Association for Computing Machinery (ACM). https://doi.org/10.1145/3027385.3029471

Kovanović, Vitomir ; Joksimović, Srećko ; Poquet, Oleksandra et al. / Understanding the relationship between technology use and cognitive presence in MOOCs. LAK'17 Conference Proceedings: The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data. editor / Inge Molenaar ; Xavier Ochoa ; Shane Dawson. New York NY USA : Association for Computing Machinery (ACM), 2017. pp. 582-583

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abstract = "In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.",

keywords = "Community of inquiry model, MOOCs, Student clustering",

author = "Vitomir Kovanovi{\'c} and Sre{\'c}ko Joksimovi{\'c} and Oleksandra Poquet and Thieme Hennis and Shane Dawson and Dragan Ga{\v s}evi{\'c}",

year = "2017",

month = mar,

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doi = "10.1145/3027385.3029471",

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pages = "582--583",

editor = "Inge Molenaar and Xavier Ochoa and Shane Dawson",

booktitle = "LAK'17 Conference Proceedings",

publisher = "Association for Computing Machinery (ACM)",

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Kovanović, V, Joksimović, S, Poquet, O, Hennis, T, Dawson, S & Gašević, D 2017, Understanding the relationship between technology use and cognitive presence in MOOCs. in I Molenaar, X Ochoa & S Dawson (eds), LAK'17 Conference Proceedings: The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data. Association for Computing Machinery (ACM), New York NY USA, pp. 582-583, International Learning Analytics & Knowledge Conference 2017, Vancouver, British Columbia, Canada, 13/03/17. https://doi.org/10.1145/3027385.3029471

Understanding the relationship between technology use and cognitive presence in MOOCs. / Kovanović, Vitomir; Joksimović, Srećko; Poquet, Oleksandra et al.
LAK'17 Conference Proceedings: The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data. ed. / Inge Molenaar; Xavier Ochoa; Shane Dawson. New York NY USA: Association for Computing Machinery (ACM), 2017. p. 582-583.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AU - Dawson, Shane

AU - Gašević, Dragan

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Y1 - 2017/3/13

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AB - In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.

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Kovanović V, Joksimović S, Poquet O, Hennis T, Dawson S, Gašević D. Understanding the relationship between technology use and cognitive presence in MOOCs. In Molenaar I, Ochoa X, Dawson S, editors, LAK'17 Conference Proceedings: The Seventh International Learning Analytics and Knowledge Conference: Understanding, Informing and Improving Learning with Data. New York NY USA: Association for Computing Machinery (ACM). 2017. p. 582-583 doi: 10.1145/3027385.3029471

Understanding the relationship between technology use and cognitive presence in MOOCs

Abstract

Conference

Keywords

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