Cognitive Presence in Blended Learning: An Investigation of Students’ Perceptions and Expectations
https://doi.org/10.30605/onoma.v9i2.3002
Keywords:
blended learning, cognitive presence, perceptions, expectationsAbstract
This study examines English students’ perceptions and expectations of the cognitive presence in a blended learning environment. It utilized the sequential explanatory strategy which combined the survey design and interview to obtain the data. The results indicate that students’ perceptions derived from experience are different from their expectations at some points. Few students take the initiative to prepare actively by reading more information related to the course or establishing learning goals. Additionally, students who do not prioritize preparation tend to depend solely on their teachers for course explanations. The findings suggest that self-regulation is critical to effective learning and that students need to explore and gather information themselves to succeed. Furthermore, students expect to search for relevant information online and participate in discussions to stimulate critical thinking and enrich their learning experience. These results can assist teachers and instructional designers in designing blended learning environments that promote students' cognitive presence and foster effective learning.
Downloads
References
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x DOI: https://doi.org/10.1111/j.1467-8535.2009.01029.x
Aldosemani, T., Shepherd, C. E., & Bolliger, D. U. (2019). Perceptions of instructors teaching in Saudi blended learning environments. TechTrends, 63, 341-352. https://doi.org/10.1007/s11528-018-0342-1 DOI: https://doi.org/10.1007/s11528-018-0342-1
Anna, S., & Suparman, S. (2018). Kemampuan Menulis Karangan Argumentasi Mengunakan Media Wall Chart (Bagan Dinding) Siswa Kelas Vii Smp Negeri 1 Malangke Barat Kabupaten Luwu Utara. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 2(2).
Bhuana, G. P., & Apriliyanti, D. L. (2021). teachers’ encounter of online learning: Challenges and Support System. Journal of English Education and Teaching, 5(1), 110-122. https://doi.org/10.1162/105474603322761270 DOI: https://doi.org/10.1162/105474603322761270
Boelens, R., Van Laer, S., De Wever, B., & Elen, J. (2015). Blended learning in adult education: towards a definition of blended learning.
Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge. DOI: https://doi.org/10.4324/9781315740751
Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice. Routledge.
Suparman, S., Madeamin, S., & Beta, P. (2018). Dokumentasi tradisi lisan Tana Luwu melalui film dokumenter.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and higher education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001 DOI: https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. DOI: https://doi.org/10.1002/9781118269558
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071 DOI: https://doi.org/10.1080/08923640109527071
Gonzalez, D. and St.Louis, R. (2018). Online Learning. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0423 DOI: https://doi.org/10.1002/9781118784235.eelt0423
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
Gyamfi, S., & Gyaase, P. (2015). Students’ perception of blended learning environment: a case study of the University of Education, Winneba, Kumasi-Campus, Ghana. International Journal of Education and Development using ICT, 11(1). Retrieved from https://www.learntechlib.org/p/151055/.
Harb, J., & Krish, P. (2020). Cognitive presence in a blended learning environment at Jordanian universities. Social Science Research Network. https://doi.org/10.2139/ssrn.3581319 DOI: https://doi.org/10.2139/ssrn.3581319
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5 DOI: https://doi.org/10.1007/s11528-019-00375-5
Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & education, 57(2), 1654-1664. https://doi.org/10.1016/j.compedu.2011.02.008 DOI: https://doi.org/10.1016/j.compedu.2011.02.008
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160 DOI: https://doi.org/10.1016/j.childyouth.2021.106160
Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote Learning During Covid-19: Lessons from Today, Principles for Tomorrow. Washington: World Bank Group DOI: https://doi.org/10.1596/36665
Nugroho, A., Haghegh, M., & Triana, Y. (2021). Emergency remote teaching amidst global pandemic: voices of Indonesian EFL teachers. VELES: Voices of English Language Education Society, 5(1), 66-80. DOI: 10.29408/veles.v5i1.3258 DOI: https://doi.org/10.29408/veles.v5i1.3258
Oktaputriviant, N. R. (2020). Life Based-Learning: Pendekatan Heutagogis dalam Pembelajaran Online Di Era Society 5.0. [Unpublished Master’s Thesis]. Universitas Negeri Malang. Malang
Rodriguez, M. B., Cobo, C., Munoz-Najar., & Ciarrusta, I. S. (2020). Remote Learning During the Global School Lockdown: Multi-Country Lessons. Washington: World Bank Group
Sefriani, R. (n.d.). Blended Learning with Edmodo: The Effectiveness of Statistical Learning during the COVID-19 Pandemic. https://eric.ed.gov/?id=EJ1285675
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & education, 55(4), 1721-1731. https://doi.org/10.1016/j.compedu.2010.07.017 DOI: https://doi.org/10.1016/j.compedu.2010.07.017
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. DOI: https://doi.org/10.15215/aupress/9781927356470.01
Zhang, R. (2020). Exploring blended learning experiences through the community of inquiry framework. Language Learning & Technology, 24(1), 38–53. https://doi.org/10125/44707
Downloads
Published
How to Cite
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
