Presentation at Empire State College Center for Distance Learning Annual Conference 2013

1. Social Presence, Teaching
Presence, Cognitive Presence
and Now, Learning Presence
Suzanne Hayes
Academic Technologies
Office of Integrated Technologies
1
Center for Distance Learning Annual Conference, April 2013

2. Outline
 Overview of CoI Model
 Learning Presence
 How we uncovered it
 What it is
 How we measure it
 Implications for practitioners
2

3. Community of Inquiry Model
 Garrison, Anderson & Archer (2000)
 Widely referenced framework
 Describes and explains:
 Interactions among students and instructor
 What contributes to a deep and meaningful
learning experience
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-
Based Environment: Computer Conferencing in Higher Education. Internet
and Higher Education, 2(2-3), 87–105.
3

4. What is a Community of Inquiry?
“A group of individuals who
collaboratively engage in purposeful
critical discourse and reflection to
construct personal meaning and confirm
mutual understanding.”
4

5. Community of Inquiry Model
Social
Presence
Cognitive
Presence
Teaching
Presence
Meaningful
Learning
Experience
5

6. Social Presence (SP)
The ability of students & instructor to:
 Identify with the community
 Communicate purposefully in a trusting
environment
 Develop inter-personal relationships
 Project their individual personalities
6

7. Teaching Presence (TP)
Instructional orchestration of cognitive and
social processes through:
 Design & organization
 Facilitation of discourse
 Direct instruction
 Assessment
Not limited to just the instructor
7

8. Cognitive Presence (CP)
The extent to which learners are able to
construct and confirm meaning through:
 Sustained reflection
 Discourse
Process of individual cognition enhanced
through social interaction
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9. We knew we had encountered
something different….
 In a study of TP we found interactions that
were not SP, TP, or CP (Shea, Hayes, Vickers, 2010).
 Four small teams prepared arguments for an
online debate
 No instructor participation
 Planned and organized their efforts
 Acted with intentionality and purposefulness
 Assumed responsibility for their learning
9

10. Looked Liked Self-Regulated
Learning ….
 In Zimmerman’s model of SRL (1989, 2000)
learners assume responsibility for:
 Forethought and Planning
 Performance (Monitoring & Strategy Use)
 Reflection
 Takes into account social interaction, e.g.,
 Seeking help from others
 Seeking information from others
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11. What is Learning Presence?
“A proactive stance adopted by students who
marshal thoughts, emotions, motivations,
behaviors and strategies in the service of
successful online learning”
Learners demonstrate agency, control and
self-direction, rather than passivity or
compliance
Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-Cohen, M., & Jian, S.
(2012). Learning presence: A new conceptual element within the Community of Inquiry
(COI) framework. Internet and Higher Education, 15(2), 89-95.
11

12. Four Dimensions of Learning
Presence
Setting Goals
Planning
Coordinating
Tasks
Forethought
& Planning Checking for
Understanding
Identifying
problems
Evaluating
quality of
products or
process
Taking
corrective
action
Monitoring
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13. Four Dimensions of Learning
Presence
Seeking or
offering help
Seeking or
offering
information
Reviewing
Noting
outcome
expectations
Strategy
Use Noting a
change in
thinking
Causal
attribution of
results to
personal or
group effort
Reflection
13

14. More LP in Debate Prep versus
Debate Areas
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
All Prep Areas Debate Discussion
FP
MO
SU
MO
Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-
Cohen, M., & Jian, S. (2012). Learning presence: A new conceptual
element within the Community of Inquiry (COI) framework. Internet
and Higher Education, 15(2), 89-95.
FP = Forethought & Planning
MO= Monitoring
SU = Strategy Use
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15. LP in Discussion vs Learning
Journals
6.5%
51.6%
19.4%
22.6%
0.0%
58.4%
32.1%
9.5%
Forethought &
Planning
Monitoring Strategy Use Reflection
Learning Journals M6 Discussions
Shea, Hayes, Uzuner, et al. (Accepted) Online Learner Self-Regulation: Learning Presence, Viewed
Through Quantitative Content- and Social Network Analysis, International Review of Research in Online
and Distance Learning 15

16. Teaching
Presence
Learning
Presence
Cognitive
Presence
Social
Presence
Revised CoI Model With
Learning Presence
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17. How can we promote LP?
Create opportunities for students to:
 Assume greater responsibility for their learning
 Become more intentional and purposeful
 Pause and evaluate their understanding and
progress
 Develop self awareness of their learning
processes (metacognition)
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18. Forethought & Planning
Students:
 Print out course schedule
 Estimate how much time is required to complete an
activity
Instructors and Developers:
 Model how to scaffold project into smaller tasks
 Ask students to articulate their personal goals in
icebreaker discussion or learning journals
 Require teams to develop team contracts to establish
shared goals and expectations
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19. Monitoring
Students:
 Keep track of their progress through the module
(Moodle completion features)
 Check-in with peers to be sure they understand what
is due and when
 Identify gaps in their knowledge
Instructors/Developers:
 Provide self-assessments and rubrics for written
assignments & projects
 Check student understanding using “muddiest point”
19

20. Strategy Use
Students:
 Take corrective action when they encounter problems
 Connect new information to prior knowledge
 Seek help from others
 Review their progress
 Recall their goals and personal expectations to
identify future benefits
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21. Strategy Use (cont.)
Instructors and Developers:
 Help students understand how online learning is
different from F2F
 Identify and assign first time online learners to a team
to encourage mutual support
 Create spaces in course where students can share
successful approaches to:
 Overcome problems of understanding
 Study strategies
 Time management
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22. Reflection
Students:
 Pay attention to their learning processes -- What is
working and what is not
 Note changes in their understanding, i.e., prior
assumptions, beliefs, and acknowledgement of other
points of view
 Find/apply personal meaning in course material
Instructors and Developers:
 Include learning journals for modules or projects
 Consider group reflection as discussion topic
 Have students evaluate their personal and group
efforts
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23. LP consistent with findings of U.S.
DOE Study of Online Learning
What separates students who are successful in
online learning from those who are not?
 Self-regulation of learning
 Positive online learning outcomes tied to student
active involvement in planning, monitoring, and
reflecting
Means, B., Toyoma, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation
of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review
of Online Learning Studies. U.S. Department of Education, Washington, D.C.
23

24. Questions?
Suzanne Hayes
suzanne.hayes@esc.edu
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25. References
 Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially
shared regulation: exploring perspectives of social in self-regulated learning
theory. Teachers College Record, 113(2), 240–264.
 Means, B., Toyoma, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of
Evidence-Based Practices in Online Learning. Structure. Washington, D.C.
 Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-Cohen, M., &
Jian, S. (2012). Learning presence: A new conceptual element within the
Community of Inquiry (COI) framework. Internet and Higher Education, 15(2), 89-
95.
 Shea, Hayes, Uzuner (In Press) Online Learner Self-Regulation: Learning
Presence, Viewed Through Quantitative Content- and Social Network Analysis,
International Review of Research in Online and Distance Learning
 Shea, P., Hayes, S., & Vickers, J. (2010). Online Instructional Effort Measured
through the Lens of Teaching Presence in the Community of Inquiry Framework:
A Re-Examination of Measures and Approach. International Review of Research
in Open and Distance Learning, 11(3), 127–154.
 Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic
learning, Journal of Educational Psychology, 81(3).
 Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.
In M. Boekaerts, P. R. Pintrich, & Moshe Zeidner (Eds.), Handbook of self-
regulation (pp. 13–39). New York: Academic Press. 25