Scholarly presentation given at the 2006 E-Learn World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education in Honolulu, Hawaii. This memorable experience involved the earthquake on Oahu.

1. Higher-Order Thinking Content Analysis of Cognitive Presence In Chat Sessions David S. Stein, Constance E. Wanstreet, Cheryl L. Engle, Hilda R. Glazer, Ruth A. Harris, Susan M. Johnston, Mona R. Simons, and Lynn A. Trinko

2. Introduction This study examines student interactions in a blended learning environment as they progress through the stages of practical inquiry using higher-order thinking skills in a chat learning space.

3. Terminology Critical thinking… Statements leading to deeper learning and the development of higher-order cognitive skills in adult learners (Anderson & Garrison, 1995). An important element to understanding how adults learn and necessary to elevate higher-order learning in online chat discussions (Garrison, 1991). Cognitive presence… Closely associated with critical thinking and reflects higher-order knowledge acquisition and application. Higher-order thinking… Statements that represent the integration (phase 3) and resolution (phase 4) stages of the practical inquiry model.

4. Social Presence Cognitive Presence Teaching Presence (Structure/Process) Educational Experience Supporting Discourse Setting Climate Selecting Content Community of Inquiry Model Garrison, Anderson & Archer, 2000

5. Deliberation (Applicability) Conception (Ideas) Perception (Awareness) Action (Practice) EXPERIENCE Exploration Integration Triggering Events Resolution Practical Inquiry Model Garrison, Anderson & Archer, 2001 1 2 3 4

16. Krippendorff’s Alpha Coefficient For Interrater Reliability .81 .98 Two Coders .83 .89 Three Coders Chat 2 Transcript Chat 1 Transcript Number of Coders

17. Findings: Frequency of Individual Meaning Units Coded by Presence Type 1 χ 2(1, N = 193) = 4.36, p = .04 110 1 24 56 82 25 41 Total 14 4 11 - - - Jay 21 3 9 21 6 9 Gail 26 7 10 17 3 16 John 32 4 16 29 14 10 Ann 17 6 10 15 2 6 Rob Cognitive Presence Teaching Presence Social Presence Cognitive Presence Teaching Presence Social Presence Participant Name Time 2 – Chat Week 7 Time 1 – Chat Week 3

18. Findings: Frequency of Individual Meaning Units Coded as CP in Chat 1 3 23 43 13 Total - - - - Jay (absent) 2 8 8 3 Gail 0 4 10 3 John 0 10 15 4 Ann 1 1 10 3 Rob Resolution Integration Exploration Triggering Event Practical Inquiry Phase Chat 1 – Week 3

19. Findings: Frequency of Individual Meaning Units Coded as CP in Chat 2 1 χ 2(1, N = 126) = 12.70, p < .001 2 16 83 1 9 Total 0 3 10 1 Jay 0 4 15 2 Gail 1 3 22 0 John 1 5 23 3 Ann 0 1 13 3 Rob Resolution Integration Exploration Triggering Event Practical Inquiry Phase Chat 2 – Week 7

20. Findings: Flow of Social, Teaching, and Cognitive Presence in Chat 1 ExEx

21. Findings: Flow of Social, Teaching, and Cognitive Presence in Chat 2 Te In ExExExEx Te Ex ExExExExExEx Re Te ExExEx In Te Ex ExExEx Re Ex In Ex ExExExExExEx InInIn In ExEx Ex ExEx

22. Practical Inquiry Model for Chat Time 1

23. Practical Inquiry Model for Chat Time 2

28. Thanks!