Understanding the relationship between technology use and cognitive presence in MOOCs

Vitomir Kovanović, Thieme Hennis, Srećko Joksimović, Shane Dawson, Oleksandra Poquet, Dragan Gašević

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

8 Scopus citations

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.

Original languageEnglish
Title of host publicationLAK 2017 Conference Proceedings - 7th International Learning Analytics and Knowledge Conference
Subtitle of host publicationUnderstanding, Informing and Improving Learning with Data
PublisherAssociation for Computing Machinery
Pages582-583
Number of pages2
ISBN (Electronic)9781450348706
DOIs
StatePublished - 13 Mar 2017
Externally publishedYes
Event7th International Conference on Learning Analytics and Knowledge, LAK 2017 - Vancouver, Canada
Duration: 13 Mar 201717 Mar 2017

Publication series

NameACM International Conference Proceeding Series

Conference

Conference7th International Conference on Learning Analytics and Knowledge, LAK 2017
Country/TerritoryCanada
CityVancouver
Period13/03/1717/03/17

Keywords

  • Community of inquiry model
  • MOOCs
  • Student clustering

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