1. Cognitive, social and teaching presence in Online learning environment

SHORE REVIEW ON

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.

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This study determined the effectiveness of using computer-mediated communication (CMC) and computer conferencing (text-based environment) in enhancing three crucial elements of the community of inquiry (cognitive, social and teacher presences). Investigating written transcripts, the result shows how each indicator of each presence is found in computer conference. First of all, 4 phases of cognitive presence (Triggering event, Exploration, Integration, Resolution) are found through the higher level of critical thinking of computer-conferencing students compared to that of face-to-face students. However, the case of interaction among students is the opposite, which means that the enhancement of social presence in computer conference is of significance. Regarding social presence, the authors state that the expression of emotions, open communication are manifested positively in computer conference ( by adjectives expressing emotions, reply feature to post messages, etc) while the last indicator- group cohesion seems to be weakened. Due to some limitations of written language, there is a need to combine social presence and teaching presence to successfully create a critical community of inquiry. Last but not least, to promote both social and cognitive presence, as well as educational outcomes, it is the teachers who are in charge of instructional management, building understanding, and direct instruction by designing appropriate tasks, guidance to create critical discourse, discussions and collaborative environments for students. In conclusion, computer conferencing is potential for building a community of inquiry, however, it should be used in a wise and adjustable way.

 

2. My short but informative piece of learning content

A CONCEPT MAP OF SOCIAL, COGNITIVE AND TEACHING PRESENCE AND THEIR INTER-RELATIONSHIPS

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     "This is my very, very first time to use a digital tool for my learning. I used to make an excuse that "I'm low-tech" so that I did not try to use any online tools for my studies. However, when I gave it a try to make this concept map myself, I realized that of course, I struggled a bit, but the result was worthwhile. I even received compliments from my peers for this map! I am proud of myself for making effort to nail it. And I came to know that giving a try is the way I discover my ability and making effort means jumping out of my comfort zone. Moreover, after digging into the content of this module, I recognized that my OUC online class is definitely a Community of Inquiry- a community of like-minded people working together for both personal growth and mutual understanding. Our Community of Inquiry does show the elements and strong relationships of cognitive, social and teaching presence: 

- Through weekly reading and tasks, we are in a continuous process of critically thinking, gaining knowledge ourselves. 

- This process of cognitive development is always founded and supported based on our interactions, communications with our peers through discussion forums. I can also see the social presence presented by the sense of community and belonging in our class.

-However, the role of instructors is to make sure the cognitive and social aspects of the class work well. I acknowledge the significance of a teacher role's in designing tasks, discussion forums to promote these other 2 "presence". As a future adult educator, I know from now,  I should do more research on the ways teaching presence effectively supports cognitive and social presence. "