Understanding the relationship between technology use and cognitive presence in MOOCs

Vitomir Kovanovic, Srecko Joksimovic, Oleksandra Poquet, Thieme Hennis, Shane Dawson, Dragan Gasevic

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this poster, we present the results of the study which examined the relationship between student differences in their use of the available technology and their perceived levels of cognitive presence within the MOOC context. The cognitive presence is a construct used to measure the level of practical inquiry in the Communities of Inquiry model. Our results revealed the existence of three clusters based on student technology use. The clusters significantly differed in terms of their levels of cognitive presence, most notably they differed on the levels of problem resolution.
Original languageEnglish
Title of host publicationProceedings of the 7th International Conference on Learning Analytics and Knowledge (LAK 2017)
PublisherACM Press
Pages582-583
Number of pages2
ISBN (Electronic)978-1-4503-4870-6
DOIs
Publication statusE-pub ahead of print - 13 Mar 2017

Publication series

NameACM International Conference Proceeding Series

Keywords / Materials (for Non-textual outputs)

  • community of inquiry model
  • MOOCs
  • student clustering

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