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Predictive validity of teaching, social and

cognitive presence for cognitive load

by Kadir Kozan

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Research ProblemRationale/Significance/

Why?Conceptual FrameworksData Collection &

Analysis Validity Limitations

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Research Problem

TP

CP

SP

CL

CL: cognitive load; CP: cognitive presence; SP: Social presence; TP: teaching presence

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Research Questions

How well TP, CP and SP predict intrinsic/extraneous / germane CL at the end of a fully online learning experience?

What presence is the best predictor of intrinsic/extraneous/ germane CL at the end of a fully online learning experience: social presence, teaching presence, and cognitive presence?

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Perceived learningLearner satisfaction

These relate to both each other and the presences

(e.g., Akyol & Garrison, 2008; Arbaugh, 2008; Fredericksen, Pickett, Shea, Pelz and Swan, 2000; Richardson & Swan, 2003; Shea, Li, Swan & Pickett, 2005)

2 important variables

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Can the presences still predict intrinsic/extraneous/ germane CL significantly at the end of a fully online learning experience after controlling for learner satisfaction and perceived learning?

What presence is the best predictor of intrinsic/ extraneous /germane cognitive load at the end of a fully online learning experience after controlling for learner satisfaction and perceived learning?

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At the end of a fully online learning experience:

TP + CP + SP CL (Hypothesis 1).

(TP + CP + SP ) – LS CL (Hypothesis 2).

(TP + CP + SP ) – PL CL (Hypothesis 3).

(TP + CP + SP) – (LS + PL) CL

Hypotheses

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WHY?

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The CoI Framework

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CL Theory

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Working Memory

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Data CollectionCorrelational Prediction DesignContext: A fully online LDT program + 4

elective coursesPurposive samplingParticipants: off-campus professionalsInstrumentation:o The CL survey o The CoI surveyo Learning satisfaction & Perceived Learning

Surveyo Demographics Survey

ParticipantsInstructors

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Data AnalysisDifferences between the courses/sections: 2-way

ANOVASResearch Questions: Standard + Hierarchical

Regressiono Bonferroni adjustment p = .016o Assumptions: No outliers (IVs & DVs) No Multicollinearity and Singularity Normality, Linearity, & Homoscedasticity Independence of errors

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What if an assumption is violated?

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Multicollinearity

a p < .01(2-tailed) Kozan & Richardson (2014)

Presence Type

Teaching Presence

Social Presence

Cognitive Presence

Teaching Presence

- .553a/-.128 .826a/.730a

Social Presence

- .663a/.563a

Cognitive Presence

-

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ValidityControlling for important variables (LS &

PL)Is this a real CoI?Temporal precedenceHistory Effect Low Temporal validityCROSS VALIDATION

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Limitations

Purposive sampling = similar programs only

Low ecological validityElective coursesSubjective rating scalesCorrelational not cause-and-effectFixed order of the surveys

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References Akyol, Z., & Garrison, D. R. (2008). The development of a

community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22.

Arbaugh, J. B. (2008). Does the community of inquiry framework predict outcomes in online MBA courses? International Review of Research in Open and Distance Learning, 9(2), 1-21.

Arbaugh, B., Cleveland-Innes, M., Diaz, S., Ice, P., Garrison, D. R., Richardson, J. C., & Shea, P., & Swan, K. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry Framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133-136.

Baddeley, Alan (2003): Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-839.

Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: SAGE Publications.

Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with online courses: principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7-41.

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References Garrison, D. R. (2011). E-learning in the 21st century: A framework for

research and practice (2nd ed.) [Kindle Fire version]. Retrieved from http://www.amazon.com

Garrison, D. R. (2013). Theoretical foundations and epistemological insights of the community of inquiry. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research, and practice (pp. 1-11). Hershey, PA: IGI Global.

Garrison, D. R., Anderson, T., Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Garrison, D. R., Anderson, T., Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7-23.

Gutting, G. (2012, May 17). How reliable are the social sciences? The New York Times. Retrieved from http://opinionator.blogs.nytimes.com/2012/05/17/how-reliable- are-the-social-sciences/?smid=fb-share

Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1-19.

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References Kozan, K., & Richardson, J. (2014). Interrelationships between and among the

presences. Internet and Higher Education, 21, 68-73.Leppink, J., Paas, F., van Gog, T., van der Vleuten, C. P. M, & van Merriënboer, J.

J. G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.

Matthews, D., Bogle, L., Boles, E., Day, S., & Swan, K. (2013).Developing communities of inquiry in online courses: A design-based approach. In Z. Akyol& D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research, and practice (pp. 490-508). Hershey, PA: IGI Global.

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students` perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.

Shea, P., Li, C. S., Swan, K., Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.

Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review, 22, 123-138.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.

Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson.

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