影响认知存在的因素:范围界定综述

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
S. Maranna, John Willison, Srécko Joksimovíc, N. Parange, M. Costabile
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引用次数: 1

摘要

在过去20年中,高等教育机构逐步向在线学习模式的转变在2020年至2022年期间在全球范围内急剧加速。最初努力应对这种转变的学生和教育工作者,现在已经习惯了在线教学;然而,人们对由此产生的学习质量表示担忧。为了实现可持续有效的在线教学法,教育工作者可能需要学习培养更高层次的思维技能,即使对有经验的教育工作者来说,这也可能是一项挑战。为了概念化有效的在线教学法,探究社区(CoI)框架强调认知存在(CP),它侧重于高阶思维过程。CoI是在线教育学中研究最广泛的框架,但当代CoI文献缺乏影响CP因素的集体证据。CoI文献的范围界定综述探讨了影响指示CP的高阶思维的因素。纳入标准包括在线学习环境中CP的证据,并于2000年1月至2022年3月发表,共提供了121项研究。研究结果表明,教学存在、学习活动结构和学生特征都会影响CP。对实践或政策的启示:应教会参加在线课程的高等教育学生如何在在线模式下有效学习。在线课程教育者必须将培养学生自我调节和高阶技能的学习任务嵌入其中。在线课程设计应包括真实的任务,让学生将新知识应用到现实生活中。必须为教育工作者提供充足的专业发展活动,以培养他们的在线教育技能。各机构应鼓励将在线教育研究转化为实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors that influence cognitive presence: A scoping review
The gradual shift to online modes of learning in higher education institutions over the past 2 decades accelerated drastically on a global scale between 2020 and 2022. Students and educators, who have initially grappled with the shift, have now become accustomed to online teaching; however, there are concerns about the quality of learning that has resulted. To enable a sustainable and effective online pedagogy, educators may need to learn about fostering higher-order thinking skills, which can be challenging even for experienced educators. To conceptualise effective online pedagogy, the community of inquiry (CoI) framework emphasises cognitive presence (CP), which focuses on the higher-order thinking process. The CoI is the most widely researched framework in online pedagogy, yet contemporary CoI literature lacks collective evidence of factors that influence CP. This scoping review of the CoI literature explores the factors that influence the higher-order thinking that is indicative of CP. Inclusion criteria included evidence of CP in online learning contexts and published between January 2000 and March 2022, providing a total of 121 studies. Results suggest that teaching presence, structure of learning activities and student characteristics all influence CP. Implications for practice or policy: Higher education students enrolled in online courses should be taught how to learn effectively in an online mode. Online course educators must embed learning tasks that foster self-regulation and higher-order skills in students. Online course design should include authentic tasks for students to apply new knowledge to real-life scenarios. Educators must be offered ample professional development activities to build their skills in online pedagogy. Institutions should encourage translation of online educational research to practice.
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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