Facilitating cognitive presence in online professional doctoral education: implications for practice-based programs

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-04-19 DOI:10.1080/0309877X.2023.2200134

Veselina S. Lambrev, Bárbara C. Cruz

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Abstract

ABSTRACT This study employs the Community of Inquiry (CoI) framework to examine strategies that foster cognitive presence in a specific discipline context – the professional education doctorate (EdD). The article presents the results of a qualitative inquiry revealing how a cohort of doctoral students (n = 15) developed cognitive presence in an online Practicum course that aimed to move students through the dissertation process. We analyse participants’ perceptions of how instructional strategies impacted their skills in conducting practitioner research and to what extent they were able to apply the new learnings to practice. The findings indicate that engaging students in an authentic, dissertation-focused pilot study, as well as regular discussions of progress with peers enhanced cognitive presence related to practitioner inquiry. Although teaching presence was key in building a community of inquiry, instructors need to also be purposeful in course design to develop cognitive presence to support students’ dissertation progress. The study underlines approaches for using CoI in online EdD education to design spaces for collaborative construction of knowledge, development of practitioner-research skills, and the application of solutions to problems of practice as key tenets of scholarly practitioner preparation.

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促进在线专业博士教育中的认知存在:对基于实践的项目的影响

本研究采用探究社区(CoI)框架来研究在特定学科背景下-专业教育博士(EdD)中促进认知存在的策略。本文介绍了一项定性调查的结果，揭示了一群博士生(n = 15)如何在一个旨在推动学生完成论文过程的在线实习课程中发展认知存在。我们分析了参与者对教学策略如何影响他们进行实践者研究技能的看法，以及他们在多大程度上能够将新学到的知识应用于实践。研究结果表明，让学生参与真实的、以论文为重点的试点研究，以及与同龄人定期讨论进展，可以增强与从业者探究相关的认知存在。尽管教学在场是建立探究社区的关键，但教师在课程设计中也需要有目的性，以发展认知在场，以支持学生的论文进展。该研究强调了在在线教育中使用CoI的方法，以设计协作构建知识的空间，发展从业者研究技能，并将解决实践问题的方法应用于学术从业者准备的关键原则。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.