Cognitive Presence in Virtual Learning Community: An EFL Case
This study aimed to investigate the existence of cognitive presence as one of the elements of the Community of Inquiry framework in virtual centers for undergraduate students of science and technology. To achieve the purpose of this study, first a questionnaire was uniquely developed on the basis of the suggestions made in the literature reviewing the indicators of cognitive element. The questionnaire was then administered to undergraduate students (N = 107) who were studying a technical or a technological course in the Iran University of Science and Technology and Khajeh Nasir Toosi University of Technology. Analysis of the questionnaire data showed that (a) the Exploration and Resolution categories appeared more frequently than others in the virtual centers of this study and (b) the indicators of Divergence, Information Exchange, and Applying New Ideas were hierarchically frequent. In order to promote and sustain cognitive presence, this study recommends that virtual language educators incorporate the indicators of cognitive presence into the online learning environment.
The Journal of Distance Education
