The quality of learners’ online learning experiences and retention is dependent upon their cognitive presence. Current practices in online course design, such as effectively chunking content, bonding with learners through icebreakers, designing meaningful discussions and using rubrics to improve online discussion quality, will be discussed.
The presentation content will be based on the literature and best practices. Cognitive presence is the first core element of Garrison, Anderson and Archer's widely recognized Community of Inquiry (2000) online learning model. The Community of Inquiry model consists of cognitive, social and teaching presence. The cognitive presence aspect of the model is defined as critical and creative thinking to build knowledge (Kim et al., 2014).
More Detailed Outline
I. Effectively Chunking Content
A. Explanation of chunking
B. Benefits of chunking
1. Brain and learning
2. Students use time more efficiently
C. How to chunk your course content
II. Bonding with Learners through Ice breakers
A. What are ice breakers?
B. Benefits of using ice breakers
C. Examples of ice breakers
III. Designing Meaningful Discussions
Online discussion actively engages learners with the content and each other.
Human interaction doesn’t just happen in an online class. It has to be planned and cultivated so it can grow.
A. Setting expectations
B. Selecting discussion prompts/questions
C. Levels and types of questions; Higher-order questions
D. Vary the cognitive skills
E. Developing a rubric to improve the discussion quality
F. Use of staggered due dates for discussion
G. Encouragement of individual thread maintenance.
Major Discussion Content Sources: Brookfield & Preskill, 1999; Davis, 1993; Davis, 2009; Frederick, 1981; Gale and Davis, 1989; McKeachie, 2002; Nilson, 2010.
IV. Using Rubrics to Improve Online Discussion Quality
A. Review of rubric components
B. Benefits of using rubrics
C. Examples of rubrics for online discussions
Reference
Kim, M.K., Kim, S.M., Khera, O. and Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. Internet and Higher Education, 22, 37-50.