It is my pleasure to announce that our poster “Understanding the relationship between technology-use and cognitive presence in MOOCs” by Kovanović, V., Joksimović, S., Poquet, S., Hennis, T., Dawson, S., Gašević, D., de Vries, P., Hatala, M., & Siemens, G. was presented at the 7th International Conference on Learning Analytics and Knowledge in Vancouver, Canada. The poster provides an overview of a study which examined the association between students’ use of available educational tools and resources and their development of cognitive presence within Massive Open Online Courses (MOOCs).
You can find the poster and the presentation on the link below:
Understanding the relationship between technology-use and cognitive presence in MOOCs
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.
