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Cognitive Presence

Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cognitive Presence Outcomes


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    An Interpretive Model of Key Heuristics that Promote Collaborative Dialogue Among Online Learners

    Author Information
    Author(s):
    Sarah Haavind, Lesley University
    Institution(s) or Organization(s) Where Research Occured:
    Lesley University

    One of the more challenging aspects of teaching online is promoting content-focused, collaborative dialogue among students.


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    Understanding and Fostering Interaction in Threaded Discussion

    Author Information
    Author(s):
    Robert S. Williams, English Language Institute
    Author(s):
    Rachel Humphrey
    Institution(s) or Organization(s) Where Research Occured:
    The American University in Cairo
    Institution(s) or Organization(s) Where Research Occured:
    The University of Essex

    This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of


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    A Follow-Up Investigation of "Teaching Presence" in the SUNY Learning Network

    Author Information
    Author(s):
    Peter J. Shea, State University of New York
    Author(s):
    Alexandra M. Pickett, State University of New York
    Author(s):
    William E. Pelz, State University of New York
    Institution(s) or Organization(s) Where Research Occured:
    SUNY Learning Network

    This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN) [1].


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    Online Collaboration Principles

    Author Information
    Author(s):
    D. R. Garrison
    Institution(s) or Organization(s) Where Research Occured:
    University of Calgary

    This paper uses the community of inquiry model to describe the principles of collaboration.


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