Effects of online teaching presence on students' cognitive conflict and engagement

被引：17
作者：
Wang, Yang [1 ]
Stein, David
机构：
[1] Nanjing Normal Univ, Sch Educ Sci, Nanjing, Peoples R China
来源：
DISTANCE EDUCATION | 2021年 / 42卷 / 04期
基金：
中国国家自然科学基金;
关键词：
online learning; teaching presence; cognitive conflict; learning engagement; SOCIAL PRESENCE; LEARNING ENGAGEMENT; THINKING; IMPACT; INTERACTIVITY; TECHNOLOGY; MANAGEMENT; BEHAVIORS; VALIDITY; FEEDBACK;
D O I：
10.1080/01587919.2021.1987837
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Understanding the role of teaching presence in students' learning can help improve online teaching. This study explored the effects of online teaching presence on students' cognitive conflict and engagement by analyzing three rounds of a course taught with different levels of teaching presence. The participants were 132 students enrolled across the three rounds. Content and lag sequential analysis were used to explore the effects of teaching presence on students' cognitive conflict and learning engagement. The results show that design and facilitation can engage students in reflection and involve them in cognitive conflicts and cognitive engagement (p < .001). Moreover, timely facilitation and direct instruction had no significant effect on students' responses to cognitive conflict. These results illuminate the impact of teaching presence on students' learning engagement through cognitive conflict and provide instructors with practical guidance for online teaching.
引用
收藏
页码：547 / 566
页数：20
相关论文
共 50 条
[21]   Students' engagement in asynchronous online discussion: The relationship between cognitive presence, learner prominence, and academic performance [J].
Galikyan, Irena ;
Admiraal, Wilfried .
INTERNET AND HIGHER EDUCATION, 2019, 43
[22]   Promoting Shared Metacognition in Online Learning: The Practices of Distributed Teaching Presence and the Relationships to Cognitive Presence [J].
Chen, Ye ;
Chen, Lixuan .
EDUCATION SCIENCES, 2025, 15 (01)
[23]   The influences of social, cognitive, and teaching presence on pre-service teachers' online engagement in productive mathematical discourse [J].
Muir, Tracey .
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2024, 55 (09) :2069-2086
[24]   A Predictive Model to Evaluate Students' Cognitive Engagement in Online Learning [J].
Shukor, Nurbiha A. ;
Tasir, Zaidatun ;
Van der Meijden, Henny ;
Harun, Jamalludin .
5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES, 2014, 116 :4844-4853
[25]   Students' emotional engagement in online classes: a conceptual framework [J].
Prayogo, Agus ;
Khotimah, Khusnul ;
Istiqomah, Lilik ;
Maharsi, Ista .
INTERNATIONAL JOURNAL OF INFORMATION AND LEARNING TECHNOLOGY, 2024, 41 (01) :61-72
[26]   Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition [J].
Zhang, Yamei ;
Tian, Yuan ;
Yao, Liangshuang ;
Duan, Changying ;
Sun, Xiaojun ;
Niu, Gengfeng .
TEACHING AND TEACHER EDUCATION, 2023, 129
[27]   Students' perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments [J].
Bowers, James ;
Kumar, Poonam .
International Journal of Web-Based Learning and Teaching Technologies, 2015, 10 (01) :27-44
[28]   Teacher-Student Interaction, Student-Student Interaction and Social Presence: Their Impacts on Learning Engagement in Online Learning Environments [J].
Miao, Jia ;
Chang, Jiangmei ;
Ma, Li .
JOURNAL OF GENETIC PSYCHOLOGY, 2022, 183 (06) :514-526
[29]   Transactional Distance and College Students' Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation [J].
Chen, Liru .
PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT, 2023, 16 :2085-2101
[30]   Research on the Application of College Students' Online Learning Cognitive Engagement Evaluation [J].
Wang, Yong-Hong ;
He, Xiang-Chun .
29TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2021), VOL I, 2021, :182-184
12345