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Full-Text Articles in Education
Fostering Cognitive Presence In Online Courses: A Systematic Review (2008-2020), Robert L. Moore, Courtney N. Miller
Fostering Cognitive Presence In Online Courses: A Systematic Review (2008-2020), Robert L. Moore, Courtney N. Miller
STEMPS Faculty Publications
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.
Orientation Online: The Surprising Benefits Of Virtual New Faculty Orientation, Kristin Herman, Patricia Davidson
Orientation Online: The Surprising Benefits Of Virtual New Faculty Orientation, Kristin Herman, Patricia Davidson
STEMPS Faculty Publications
This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be …
Examining The Impact Of Online Math Games On Student Performance And Attitudes, Tian Luo, Catherine Hickman, Pauline Muljana
Examining The Impact Of Online Math Games On Student Performance And Attitudes, Tian Luo, Catherine Hickman, Pauline Muljana
STEMPS Faculty Publications
Low mathematics scores in the U.S. have been pressing the educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This study aims to examine the impact of skill-based online math games on students’ math performance and attitudes, as well as students’ perceptions of the games. Thirty-eight students ranging from fifth to eighth grade participated in the study. The results showed a mixed picture of the impact of the online games on math …