• Applying Cognitive Presence to Individual Educational Experience as a Framework

    Author(s):
    La Shun L. Carroll (see profile)
    Date:
    2018
    Subject(s):
    Science and technology studies (STS), Philosophy, Teaching and learning, Education, History and philosophy of science and technology
    Item Type:
    Article
    Permanent URL:
    http://dx.doi.org/10.17613/M62B8VB8X
    Abstract:
    In my approach to reflecting upon my entire educational experience, I have appropriated as a tool for both analysis and framing a construct that has not been previously employed to the best of my knowledge. Traditionally understood in reference to distance education, cognitive presence may be defined as "the extent to which the participants in any particular configuration of a community of inquiry can construct meaning through sustained communication" (Garrison, Anderson & Archer, 2001). Furthermore, aware that within the cognitive presence framework a community of inquiry model would normally apply to an instructor and his or her students as participants all of whom are participating in a distance course or program intercommunicating to bring about meaning, I asked myself the following question: "what if for participants, in place of living students, I substituted each of the courses I have taken comprised of their respective instructor moiety acting as conduit for the content moiety and treated the course instructor-content pairings as “living” entities with which I maintained communication (via the instructor)?”
    Metadata:
    Status:
    Published
    Last Updated:
    7 months ago
    License:
    Attribution-NonCommercial-NoDerivatives
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