Facilitating Cognitive Presence Online: Perception and Design
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the triggering event and exploration phases. Student participants in two of the three sections also reported lower levels of the integration and resolution phases than the teacher, but students in the third section reported higher levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it