Social Presence, Teaching

Presence, Cognitive Presence

and Now, Learning Presence

Suzanne Hayes

Academic Technologies

Office of Integrated Technologies

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Center for Distance Learning Annual Conference, April 2013

Outline

Overview of CoI Model

Learning Presence

How we uncovered it

What it is

How we measure it

Implications for practitioners

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Community of Inquiry Model

Garrison, Anderson & Archer (2000)

Widely referenced framework

Describes and explains:

Interactions among students and instructor

What contributes to a deep and meaningful

learning experience

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-

Based Environment: Computer Conferencing in Higher Education. Internet

and Higher Education, 2(2-3), 87–105.

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What is a Community of Inquiry?

“A group of individuals who

collaboratively engage in purposeful

critical discourse and reflection to

construct personal meaning and confirm

mutual understanding.”

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Community of Inquiry Model

Social Presence

Cognitive Presence

Teaching Presence

Meaningful Learning

Experience

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Social Presence (SP)

The ability of students & instructor to:

Identify with the community

Communicate purposefully in a trusting

environment

Develop inter-personal relationships

Project their individual personalities

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Teaching Presence (TP)

Instructional orchestration of cognitive and

social processes through:

Design & organization

Facilitation of discourse

Direct instruction

Assessment

Not limited to just the instructor

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Cognitive Presence (CP)

The extent to which learners are able to

construct and confirm meaning through:

Sustained reflection

Discourse

Process of individual cognition enhanced

through social interaction

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We knew we had encountered

something different….

In a study of TP we found interactions that

were not SP, TP, or CP (Shea, Hayes, Vickers, 2010).

Four small teams prepared arguments for an

online debate

No instructor participation

Planned and organized their efforts

Acted with intentionality and purposefulness

Assumed responsibility for their learning

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Looked Liked Self-Regulated

Learning ….

In Zimmerman’s model of SRL (1989, 2000)

learners assume responsibility for:

Forethought and Planning

Performance (Monitoring & Strategy Use)

Reflection

Takes into account social interaction, e.g.,

Seeking help from others

Seeking information from others

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What is Learning Presence?

“A proactive stance adopted by students who

marshal thoughts, emotions, motivations,

behaviors and strategies in the service of

successful online learning”

Learners demonstrate agency, control and

self-direction, rather than passivity or

compliance

Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-Cohen, M., & Jian, S. (2012). Learning presence: A new conceptual element within the Community of Inquiry

(COI) framework. Internet and Higher Education, 15(2), 89-95.

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Four Dimensions of Learning

Presence

Setting Goals

Planning

Coordinating Tasks

Forethought & Planning Checking for

Understanding

Identifying problems

Evaluating quality of products or process

Taking corrective action

Monitoring

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Four Dimensions of Learning

Presence

Seeking or offering help

Seeking or offering information

Reviewing

Noting outcome expectations

Strategy Use Noting a

change in thinking

Causal attribution of results to personal or group effort

Reflection

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More LP in Debate Prep versus

Debate Areas

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

All Prep Areas Debate Discussion

FP

MO

SU

MO

Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-Cohen, M., & Jian, S. (2012). Learning presence: A new conceptual element within the Community of Inquiry (COI) framework. Internet and Higher Education, 15(2), 89-95.

FP = Forethought & Planning

MO= Monitoring

SU = Strategy Use

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LP in Discussion vs Learning

Journals

6.5%

51.6%

19.4% 22.6%

0.0%

58.4%

32.1%

9.5%

Forethought &Planning

Monitoring Strategy Use Reflection

Learning Journals M6 Discussions

Shea, Hayes, Uzuner, et al. (Accepted) Online Learner Self-Regulation: Learning Presence, Viewed

Through Quantitative Content- and Social Network Analysis, International Review of Research in Online

and Distance Learning 15

Teaching Presence

Learning Presence

Cognitive Presence

Social Presence

Revised CoI Model With

Learning Presence

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How can we promote LP?

Create opportunities for students to:

Assume greater responsibility for their learning

Become more intentional and purposeful

Pause and evaluate their understanding and

progress

Develop self awareness of their learning

processes (metacognition)

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Forethought & Planning

Students:

Print out course schedule

Estimate how much time is required to complete an

activity

Instructors and Developers:

Model how to scaffold project into smaller tasks

Ask students to articulate their personal goals in

icebreaker discussion or learning journals

Require teams to develop team contracts to establish

shared goals and expectations

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Monitoring

Students:

Keep track of their progress through the module

(Moodle completion features)

Check-in with peers to be sure they understand what

is due and when

Identify gaps in their knowledge

Instructors/Developers:

Provide self-assessments and rubrics for written

assignments & projects

Check student understanding using “muddiest point”

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Strategy Use

Students:

Take corrective action when they encounter problems

Connect new information to prior knowledge

Seek help from others

Review their progress

Recall their goals and personal expectations to

identify future benefits

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Strategy Use (cont.)

Instructors and Developers:

Help students understand how online learning is

different from F2F

Identify and assign first time online learners to a team

to encourage mutual support

Create spaces in course where students can share

successful approaches to:

Overcome problems of understanding

Study strategies

Time management

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Reflection

Students:

Pay attention to their learning processes -- What is

working and what is not

Note changes in their understanding, i.e., prior

assumptions, beliefs, and acknowledgement of other

points of view

Find/apply personal meaning in course material

Instructors and Developers:

Include learning journals for modules or projects

Consider group reflection as discussion topic

Have students evaluate their personal and group

efforts

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LP consistent with findings of U.S.

DOE Study of Online Learning

What separates students who are successful in online learning from those who are not?

Self-regulation of learning

Positive online learning outcomes tied to student

active involvement in planning, monitoring, and

reflecting

Means, B., Toyoma, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation

of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review

of Online Learning Studies. U.S. Department of Education, Washington, D.C.

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Questions?

Suzanne Hayes

suzanne.hayes@esc.edu

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References

Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially

shared regulation: exploring perspectives of social in self-regulated learning

theory. Teachers College Record, 113(2), 240–264.

Means, B., Toyoma, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of

Evidence-Based Practices in Online Learning. Structure. Washington, D.C.

Shea, P., Hayes, S., Uzuner-Smith, S., Vickers, J., Wilde, J., Gozza-Cohen, M., &

Jian, S. (2012). Learning presence: A new conceptual element within the

Community of Inquiry (COI) framework. Internet and Higher Education, 15(2), 89-

95.

Shea, Hayes, Uzuner (In Press) Online Learner Self-Regulation: Learning

Presence, Viewed Through Quantitative Content- and Social Network Analysis,

International Review of Research in Online and Distance Learning

Shea, P., Hayes, S., & Vickers, J. (2010). Online Instructional Effort Measured

through the Lens of Teaching Presence in the Community of Inquiry Framework:

A Re-Examination of Measures and Approach. International Review of Research

in Open and Distance Learning, 11(3), 127–154.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic

learning, Journal of Educational Psychology, 81(3).

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective.

In M. Boekaerts, P. R. Pintrich, & Moshe Zeidner (Eds.), Handbook of self-

regulation (pp. 13–39). New York: Academic Press.

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