Document Type

Article

Publication Date

2022

DOI

10.24059/olj.v26i1.3071

Publication Title

Online Learning

Volume

26

Issue

1

Pages

130-149

Abstract

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

Comments

© 2022 Robert L. Moore, Courtney N. Miller

Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Original Publication Citation

Moore, R. L., & Miller, C. N. (2022). Fostering cognitive presence in online courses: A systematic review (2008-2020). Online Learning, 26(1), 130-149. https://doi.org/10.24059/olj.v26i1.3071

ORCID

0000-0002-5645-9297 (Moore)

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