Integrating cognitive presence strategies: A professional development training for K-12 teachers

Tufan Adiguzel; Mehmet Haldun Kaya; Mehmet Akin Bulut; Sinem Emine Mete; Yesim Nalkesen-Akin

doi:10.30935/cedtech/12987

Tufan Adiguzel ¹ ^* , Mehmet Haldun Kaya ², Mehmet Akin Bulut ³, Sinem Emine Mete ⁴, Yesim Nalkesen-Akin ⁴

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep417

https://doi.org/10.30935/cedtech/12987

Submitted: 15 January 2023, Published Online: 24 February 2023

OPEN ACCESS 1271 Views 972 Downloads

Download Full Text (PDF)

Abstract

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.

Keywords: cognitive presence, professional development, K-12, learning community, practical inquiry model

References

Acquadro, C., Conway, K., Giroudet, C., & Mear, I. (2004). Linguistic validation manual for patient-reported outcomes (PRO) instruments. Mapi Research Institute. https://www.scienceopen.com/document?vid=3af0e787-95c1-4b5c-8ac4-350e672054cc
Akyol, Z. (2009). Examining teaching presence, social presence, cognitive presence, satisfaction and learning in online and blended course contexts [PhD thesis, Middle East Technical University].
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), 33-250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning teaching & assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K.P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Press.
Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1), 1-23. https://doi.org/10.9743/JEO.2009.1.1
Aviv, R., Erlich, Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7(3), 1-20. https://doi.org/10.24059/olj.v7i3.1842
Aydin, B., Saglam, S., & Alan, B. (2016). Can CELTA qualification be the new bridge between pre-service and in-service education? Perceptions of in-service teachers. ELT Research Journal, 5(2), 155-176.
Baldwin, S., Ching, Y. H., & Hsu, Y. C. (2018). Online course design in higher education: A review of national and statewide evaluation instruments. TechTrends, 62(1), 46‐57. https://doi.org/10.1007/s11528-017-0215-z
Braun, V., & Clarke, V. (2016). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brooks, D., & Jeong, A. (2006). Effects of pre-structuring discussion threads on group interaction and group performance in computer-supported collaborative argumentation. Distance Education, 27, 371-390. https://doi.org/10.1080/01587910600940448
Cohen, A., & Holstein, S. (2018). Analyzing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544-556. https://doi.org/10.1111/jcal.12259
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55. https://doi.org/10.1017/S0267190500200032
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Prentice Hall.
Creswell, J., & Plano Clark, V. (2018). Designing and conducting mixed methods research. SAGE.
Darabi, A., Arrastia, M., Nelson, D. & Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27, 216-227. https://doi.org/10.1111/j.1365-2729.2010.00392.x
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? How Teachers Learn, 66(5), 46-53.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26, 516-523. https://doi.org/10.1016/j.chb.2009.08.008
Dennen, V. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127‐148. https://doi.org/10.1080/01587910500081376
DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of Online Learning and Teaching, 10(1), 153‐165.
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 112-181. https://doi.org/10.3102/01623737024002081
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79-89. https://doi.org/10.5944/openpraxis.10.1.721
Ergulec, F. (2019). Design and facilitation strategies used in asynchronous online discussions. Malaysian Online Journal of Educational Technology, 7, 20-36. https://doi.org/10.17220/mojet.2019.02.002
Gamage, D., Whiting, M. E., Rajapakshe, T., Thilakarathne, H., Perera, I., & Fernando, S. (2017). Improving assessment on MOOCs through peer identification and aligned incentives. In Proceedings of the 4^th ACM Conference on Learning@ Scale (pp. 315-318). ACM. https://doi.org/10.1145/3051457.3054013
Garrison, D. R. (2009). Communities of inquiry in online learning. Encyclopedia of distance learning. Information Science Reference. https://doi.org/10.4018/978-1-60566-198-8.ch052
Garrison, D. R. (2017). E-learning in the 21^st century: A community of inquiry framework for research and practice. Routledge/Taylor and Francis.
Garrison, D. R., & Anderson, T. (2003). E‐learning in the 21^st century: A framework for research and practice. Routledge. https://doi.org/10.4324/9780203166093
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. Advances in learning and instruction series. Emerald Publishing.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text‐based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). 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
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2), 31-36. https://doi.org/10.1016/j.iheduc.2009.10.002
Gaševic, D., Adesope, O., Joksimovic, S., & Kovanovic, V. (2015). Externally facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53-65. https://doi.org/10.1016/j.iheduc.2014.09.006
Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53(4), 57-67. https://doi.org/10.1007/BF02504685
Gokturk Saglam, A. L., & Dikilitas, K. (2020). Evaluating an online professional learning community as a context for professional development in classroom-based research. TESL-EJ, 24(3).
Hertz, B., Grainger Clemson, H., Tasic Hansen, D., Laurillard, D., Murray, M., Fernandes, L., Gillerean, A., Ruiz, D., & Rutkauskiene, D. (2022). A pedagogical model for effective online teacher professional development—findings from the teacher academy initiative of the European Commission. European Journal of Education, 57(1), 142-159. https://doi.org/10.1111/ejed.12486
Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation: Student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International, 49(3), 217-229. https://doi.org/10.1080/09523987.2012.738014
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge. https://doi.org/10.4324/9780203878033
Johnson, R. T., & Johnson, D. W. (2000). How can we put cooperative learning into practice. Science Teacher, 67, 39.
Jonassen, D. H. (1997). Instructional design model for well-structured and ill-structured problem-solving learning outcomes. Educational Technology: Research and Development, 45, 65-95. https://doi.org/10.1007/BF02299613
Kabilan, M. K., & Veratharaju, K. (2013). Professional development needs of primary school English language teachers in Malaysia. Professional Development in Education, 39(3), 330-351. https://doi.org/10.1080/19415257.2012.762418
Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education Spring, 15(2), 21-39. https://doi.org/10.1007/BF02940928
Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271. https://doi.org/10.1111/j.1467-8535.2006.00620.x
Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209-218. https://doi.org/10.1007/s10643-009-0341-0
Kozan, J., & Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73. https://doi.org/10.1016/j.iheduc.2013.10.007
Krzyszkowska, K., & Mavrommati, M. (2020). Applying the community of inquiry e-learning model to improve the learning design of an online course for in-service teachers in Norway. The Electronic Journal of E-Learning, 18(6), 462-475. https://doi.org/10.34190/JEL.18.6.001
Kuusisaari, H. (2014). Teachers at the zone of proximal development–Collaboration promoting or hindering the development process. Teaching and Teacher Education, 43, 46-57. https://doi.org/10.1016/j.tate.2014.06.001
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). American Psychological Association. https://doi.org/10.1037/10096-003
Marton, F. (1988). Describing and improving learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 53-82). Plenum. https://doi.org/10.1007/978-1-4899-2118-5_3
McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46, 147-160. https://doi.org/10.1080/14703290902843778
McNeil, L. (2013). Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL, 25(2), 215-232. https://doi.org/10.1017/S0958344013000086
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55-65. https://doi.org/10.24059/olj.v7i3.1845
Mirabolghasemi, M., Iahad, N. A., & Yadegaridehkordi, E. (2011). Investigating the dynamic relationships among the indicators of the community of inquiry model in blended learning. In Proceedings of the 2011 International Conference on Research and Innovation in Information Systems (pp. 1-5). IEEE. https://doi.org/10.1109/ICRIIS.2011.6125701
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2011). Designing effective instruction. John Wiley and Sons.
Morrison, M., Haley, E., Sheehan, K., & Taylor, R. (2002). Using qualitative research in advertising: Strategies, techniques and applications. SAGE. https://doi.org/10.4135/9781412986489
Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distributed Learning, 9(2), 1-18. https://doi.org/10.19173/irrodl.v9i2.455
Ozturk, E. (2012). An adaptation of the community of inquiry index: The study of validity and reliability. Elementary Education Online, 11(2), 408-422.
Palincsar, A. S., Magnussen, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5-19. https://doi.org/10.1016/S0742-051X(97)00057-7
Parsons, S. A., Hutchison, A. C., Hall, L. A., Parsons, A. W., Ives, S. T., & Leggett, A. B. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 33-42. https://doi.org/10.1016/j.tate.2019.03.006
Paulus, M. T., Villegas, S. G., & Howze-Owens, J. (2020). Professional learning communities: Bridging the technology integration gap through effective professional development. Peabody Journal of Education, 95(2), 193-202. https://doi.org/10.1080/0161956X.2020.1745610
Perry, B., & Edwards, M. (2005). Exemplary online educators: Creating a community of inquiry. Turkish Online Journal of Distance Education, 6(2), 46-54.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Network, 6(1), 21-40. https://doi.org/10.24059/olj.v6i1.1870
Reeves, T. D., & Pedulla, J. J. (2013). Bolstering the impact of online professional development for teachers. Journal of Educational Research & Policy Studies, 1, 50-66.
Richardson, J. C., & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education, 13(1-2), 52-59. https://doi.org/10.1016/j.iheduc.2009.10.009
Rivera, P. M., Gómez, F. P., & de Caldas, J. (2017). Understanding student-teachers’ performances within an inquiry-based practicum. English Language Teaching, 10(4), 127-139. https://doi.org/10.5539/elt.v10n4p127
Rogers, S. A., & Van Haneghan, J. (2018). Online community of inquiry syllabus rubric. https://www.aace.org/review/a-rubric-to-identify-online-course-plansfor-a-community-of-inquiry/
Rourke, L., & Anderson, T. (2002). Using peer teams to lead online discussion. Journal of Interactive Media in Education, 1. https://doi.org/10.5334/2002-1
Rovai, A. P. (2002). Sense of community perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332. https://doi.org/10.1016/S1096-7516(02)00130-6
Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10, 77-88. https://doi.org/10.1016/j.iheduc.2006.10.001
Sadaf, A., & Olesova, L.A. (2017). Enhancing cognitive presence in online case discussions with questions based on the practical inquiry model. American Journal of Distance Education, 31, 56-69. https://doi.org/10.1080/08923647.2017.1267525
Saldaña, J., & Omasta, M. (2017). Qualitative research: Analyzing life. SAGE.
Schindler, L. A., & Burkholder, G. J. (2014). Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature. Higher Learning Research Communications, 4(4), 11. https://doi.org/10.18870/hlrc.v4i4.222
Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32(6), 475-502. https://doi.org/10.1007/s11251-004-2518-7
Sheppard, B., & Brown, J. (2014). Leadership for a new vision of public-school classrooms: Technology-smart and learner-centered. Journal of Educational Administration, 52(1), 84-96. https://doi.org/10.1108/JEA-03-2012-0027
Sims, R., & Jones, D. (2002). Continuous improvement through shared understanding: Reconceptualizing instructional design for online learning. In Ascilite (pp. 623-632).
Stein, D. S., Wanstreet, C. E., Glazer, H. R., Engle, C. L., Harris, R. T., Johnston, S. M., Simons, M. R. & Trinko, L. A. (2007). Creating shared understanding through chats in a community of inquiry. The Internet and Higher Education, 10(2), 103-115. https://doi.org/10.1016/j.iheduc.2007.02.002
Stein, D. S., Wanstreet, C. E., Slagle, P., Trinko, L. A., & Lutz, M. (2013). From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats. The Internet and Higher Education, 16, 78-84. https://doi.org/10.1016/j.iheduc.2012.03.001
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). IGI Global. https://doi.org/10.4018/978-1-60566-654-9.ch004
Tashakkori, A., & Teddlie, C. (2008). Quality of inferences in mixed methods research. In M. M. Bergman (Ed.), Advances in mixed methods research: Theories and applications (pp. 53-65). SAGE. https://doi.org/10.1177/1558689807309913
Tastle, W. J., White, B. A., & Shackleton, P. (2005). E-learning in higher education: The challenge, effort, and return on investment. International Journal on E-Learning, 4(2), 241-251.
Taylor, K., Marienau, C., & Fiddler, M. (2000). Strategies for teachers and trainers: Developing adult learners. Jossey-Bass.
Toledo, C. A. (2006). ‘Does your dog bite?’ Creating good questions for online discussions. International Journal of Teaching and Learning in Higher Education, 18, 150-154.
Turudu, A. S. D. (2020). Instructors’ reasons for participating in a professional development program and the nature of teacher interaction: A case study in a Turkish preparatory school [PhD thesis, Middle East Technical University].
Vaughan, N. D., Cleveland-Innes, M., & Garrison, R.D. (2013). Facilitation. In Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
Vaughan, N., & Garrison, D.R. (2005). Creating cognitive presence in a blended faculty development community. The Internet and Higher Education, 8(1), 1-12. https://doi.org/10.1016/j.iheduc.2004.11.001
Whipp, J. (2003). Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education, 54, 321-333. https://doi.org/10.1177/0022487103255010
William, D., & Leahy, S. (2014). Sustaining formative assessment with teacher learning communities. Dylan Wiliam Centre.
Woiceshyn, J., & Daellenbach, U. (2018). Evaluating inductive vs deductive research in management studies: Implications for authors, editors, and reviewers. Qualitative Research in Organizations and Management: An International Journal, 13(2), 183-195. https://doi.org/10.1108/QROM-06-2017-1538
Yildirim, D., & Seferoglu, S. S. (2021). Evaluation of the effectiveness of online courses based on the community of inquiry model. Turkish Online Journal of Distance Education, 22(2), 147-163. https://doi.org/10.17718/tojde.906834
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522-541. https://doi.org/10.1037/edu0000300
Zirkin, B., & Sumler, D. (1995). Interactive or non-interactive? That is the question!!! An annotated bibliography. Journal of Distance Education, 10(1), 95-112.

Citation

Adiguzel, T., Kaya, M. H., Bulut, M. A., Mete, S. E., & Nalkesen-Akin, Y. (2023). Integrating cognitive presence strategies: A professional development training for K-12 teachers. Contemporary Educational Technology, 15(2), ep417. https://doi.org/10.30935/cedtech/12987

Adiguzel, T., Kaya, M. H., Bulut, M. A., Mete, S. E., and Nalkesen-Akin, Y. (2023). Integrating cognitive presence strategies: A professional development training for K-12 teachers. Contemporary Educational Technology, 15(2), ep417. https://doi.org/10.30935/cedtech/12987

Adiguzel T, Kaya MH, Bulut MA, Mete SE, Nalkesen-Akin Y. Integrating cognitive presence strategies: A professional development training for K-12 teachers. CONT ED TECHNOLOGY. 2023;15(2), ep417. https://doi.org/10.30935/cedtech/12987

Adiguzel, Tufan, Mehmet Haldun Kaya, Mehmet Akin Bulut, Sinem Emine Mete, and Yesim Nalkesen-Akin. "Integrating cognitive presence strategies: A professional development training for K-12 teachers". Contemporary Educational Technology 2023 15 no. 2 (2023): ep417. https://doi.org/10.30935/cedtech/12987

Adiguzel, Tufan et al. "Integrating cognitive presence strategies: A professional development training for K-12 teachers". Contemporary Educational Technology, vol. 15, no. 2, 2023, ep417. https://doi.org/10.30935/cedtech/12987

Adiguzel T, Kaya MH, Bulut MA, Mete SE, Nalkesen-Akin Y. Integrating cognitive presence strategies: A professional development training for K-12 teachers. CONT ED TECHNOLOGY. 2023;15(2):ep417. https://doi.org/10.30935/cedtech/12987