A summary of cognitive presence from a classroom perspective in an online learning environment.

1. Cognitive Presence:
A Classroom Perspective
Online Ram Education Group (OREG)

2. Definition of Cognitive Presence
Garrison suggests this is using a “community
of inquiry” in order to carry out “critical
thinking and practical inquiry”

3. Phases of Cognitive Presence
Triggering
event
Exploration
Integration
Resolution

4. Triggering Event
Sense of puzzlement
Inquisitive phase

5. Exploration
Period of information
exchange

6. Integration
Connecting ideas
Linking concepts

7. Resolution
Application of
New Ideas

8. Intention
 Engage learners
 Move learners beyond the discussion concept
 Motivate learners to utilize critical thinking process

9. Challenge: Maintain cognitive presence as the
classroom transforms to an online platform
 Use effective tools to create a community that is
engaged in dialogue
CONTENT

10. Example
This example assignment
in an online class is geared
towards maintaining
cognitive presence.

11. Triggering Event
Students are posed with an
ethical question in the
blackboard discussion
board, and asked to take a
side.

12. Exploration
Students are required to
find articles, websites, or
any sources of information
to support their
arguments, and post them
on the discussion board.

13. Integration
 All students are required
to comment on each
other’s postings. This
stimulates critical
thinking, and allows
students to be more
communicative with each
other, and reflect on
their own postings.

14. Resolution
Students are to apply the information exchanged by
developing group presentations arguing for their side
of the topic.

15. Why is this important?
 When moving to an online classroom, students often
feel disconnected from each other, and the
instructor. Regular communication helps students
stay active in the class.

16. Recommendations
 Enhancing the discussions through:
 Pre-structured threads: encourage students in groups to
share insights
 Scaffolding: probing questions by the instructor
 Role assignments: learners have roles in simulated
scenarios
 Debate: encourages contrasting viewpoints amongst learners

17. Discussion Tools
 Blackboard
 Blackboard Collaborate
 WebCT
 NiceNet
 Blogs
 Facebook
 Twitter
 Wikis
 Google hangouts

18. References
 Darabi, A, Arrastia, MC, Nelson DW, and Liang X. (2011) Cognitive presence in
asynchronous learning: a comparison of four discussion strategies. Journal of
Computer Assisted Learning. 27, 216-227.
 Garrison, D.R, Anderson, T, Archer, W. (2004). Critical Thinking, Cognitive
Presence, and Computer Conferencing in Distance Education. Retrieved November
1, 2013 from:
http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPre
s_Final.pdf
 McKerlich, R., et. al. (2011). Student Perceptions of Teaching Presence, Social
Presence and Cognitive
Presence in a Virtual World. Journal of Online Learning and Teaching, 7(3).
http://jolt.merlot.org/vol7no3/mckerlich_0911.htm
 Park, C L. (2009). Replicating the Use of a Cognitive Presence Measurement Tool.
Journal of Interactive Online Learning, 8, 140-155. Retrieved November 1, 2013
from: http://www.ncolr.org/jiol/issues/pdf/8.2.3.pdf