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Facilitating cognitive presence in online learning: interaction is not enough
2005 (English)In: American journal of distance education, ISSN 0892-3647, E-ISSN 1538-9286, Vol. 19, no 3, p. 133-148Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2005. Vol. 19, no 3, p. 133-148
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Computer and Information Sciences
Identifiers
URN: urn:nbn:se:kth:diva-70675DOI: 10.1207/s15389286ajde1903_2OAI: oai:DiVA.org:kth-70675DiVA, id: diva2:486389
Note
QC 20120228Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2018-01-12Bibliographically approved

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Cleveland-Innes, Martha
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CiteExportLink to record
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Citation style
  • apa
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