The Predictive Power Of Social and Teaching Presence On Cognitive Presence

Ebru ÖZTÜRK, Mukaddes ERDEM, Deniz DERYAKULU

Abstract


Community of Inquiry Model defines operations and behaviors required for the construction of knowledge and meaning in online or blended learning environments according to the development of cognitive, social and teaching presence structures. Even though the dynamic relationship between these three factors was verified by many researchers, some others criticized the model suggesting that the effect of social presence on cognitive presence was insignificant. The purpose of this study, which was designed to discuss the criticisms directed to the model, is to explore whether social and teaching presence in the Facebook groups that were formed in accordance with the community of inquiry model predict cognitive presence or not. The study was conducted with a semi-experimental design.Data were obtained according to the Community of Inquiry Scale. Regression analysis was employed in the analysis of data. The analytical results indicated that social and teaching presence were significant predictors of cognitive presence, and social presence explained the majority of variance in cognitive presence.


Keywords


community of inquiry framework; social presence; cognitive presence and teaching presence

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References


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