Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough
Abstract
This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning.
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Most research on online learning environments has focused on asynchronous communications.
“it became clear that most research on online learning environments has focused on asynchronous communications.”
From Blending online asynchronous and synchronous learning (2014) · cites this paper as Garrison and Cleveland-Innes (2005)
Garrison and Cleveland-Innes (2005) found through a multi-case comparison study of asynchronous courses that participant interaction alone does not instill a shared feeling of social presence or engagement in an online course.
“Garrison and Cleveland-Innes (2005) also found through a multi-case comparison study of asynchronous courses that participant interaction alone does not instill a shared feeling of social presence or engagement in an online course.”
From Blending online asynchronous and synchronous learning (2014) · cites this paper as Garrison and Cleveland-Innes (2005)
Participants of asynchronous online courses need structures placed by the instructor/designer or participants themselves to help them engage in meaningful learning activities.
“They found that participants of asynchronous online courses need structures placed by the instructor/designer or participants themselves to help them engage in meaningful learning activities.”
From Blending online asynchronous and synchronous learning (2014) · cites this paper as Garrison and Cleveland-Innes (2005)
Cites
Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
Garrison, D. R., Anderson, T., & Archer, W. (1999) · The Internet and Higher Education · doi:10.1016/s1096-7516(00)00016-6 · Cited by 6,619 · see citing works
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Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008) · The Internet and Higher Education · doi:10.1016/j.iheduc.2008.06.003 · Cited by 1,065 · see citing works
Self-citationBaeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.06.001 · Cited by 885 · see citing works
Shea, P., & Bidjerano, T. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.10.007 · Cited by 641 · see citing works
Blending online asynchronous and synchronous learning
Yamagata-Lynch, L. C. (2014) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v15i2.1778 · Cited by 276 · see citing works
“As I prepared for developing my course, relying on ideas from authors such as Palloff and Pratt (2007), Gayol (2010), and Garrison and Cleveland-Innes (2005), it became clear that most research on online learning environments has focused on asynchronous communications.”
InfluentialSocial presence within the community of inquiry framework
Annand, D. (2011) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v12i5.924 · Cited by 221 · see citing works
“Interacting with a conversational agent system for educational purposes in online courses.”
Song, D., Oh, E. Y., & Rice, M. (2017) · 2017 10th International Conference on Human System Interactions (HSI) · doi:10.1109/hsi.2017.8005002 · Cited by 101 · see citing works
Hsiao, J.-C., & Chang, J. S. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2207187 · Cited by 73 · see citing works
Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom
Cunningham, J. M. (2015) · Online Learning · doi:10.24059/olj.v19i3.476 · Cited by 30 · see citing works
“Garrison and Cleveland-Innes (2005) argue that “teaching presence is important for the creation and sustainability of a community of inquiry focused on the exploration, integration, and testing of concepts and solutions (p. 135) and that “teaching presence contributes to the adoption of a deep…”
BackgroundInfluentialDe Silva, D., Jayatilleke, S., El-Ayoubi, M., Issadeen, Z., Moraliyage, H., & Mills, N. (2024) · Machine Learning and Knowledge Extraction · doi:10.3390/make6020051 · Cited by 14 · see citing works
Sammel, A., Weir, K., & Klopper, C. (2014) · Creative Education · doi:10.4236/ce.2014.52017 · Cited by 14 · see citing works
- Authors
- Garrison, D. R., & Cleveland-Innes, M.
- Venue
- American Journal of Distance Education
- Publisher
- Informa UK Limited
- Published
- 2005-09
- Volume
- 19
- Issue
- 3
- Pages
- 133-148
- ISSN
- 0892-3647 (ISSN-L)
- 1538-9286
- OpenAlex
- W2170486810
- Cited by
- 1,474
- References
- 1
- Citations by year
- 2026: 25 · 2025: 40 · 2024: 60 · 2023: 95 · 2022: 138 · 2021: 106 · 2020: 90 · 2019: 83 · 2018: 86 · 2017: 68 · 2016: 92 · 2015: 93 · 2014: 78 · 2013: 88 · 2012: 93
- FWCI
- 118.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- cognitive presence, online learning, online interaction, deep learning, meaningful learning, course design, distance education, Study Process Questionnaire, course structure, instructor leadership
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