Cognitive Presence in A Virtual Learning Community: An EFL Case
Bibliographic record
Abstract
This study aimed to investigate the existence of cognitive presence as one of the elements of Community of Inquiry framework in virtual centers of undergraduate students of science and technology. To achieve the purpose of this study, first a questionnaire was uniquely developed on the basis of the suggestions made in the literature reviewing the indicators of cognitive element of CoI framework. The questionnaire was then administered to undergraduate students (N=107) who were studying a technical or a technological course in the Iran University of Science and Technology and Khajeh Nasir Toosi University of Technology. The analysis of the questionnaire data showed that (a) considering the categories, Exploration and Resolution categories appeared more frequently than others in virtual centers of the present study. (b) The indicators of Divergence, Information exchange, and Applying new ideas were hierarchically frequent. In order to promote and sustain cognitive presence, this study suggests virtual language educators to incorporate the indicators of cognitive presence into their classroom context.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".