The researcher concluded that the MATH 500 course discussions did provide evidence of higher order learning in terms of cognitive presence. Task type, as defined in this study, was not directly related to the levels of cognitive presence achieved in the course. This finding does not negate the possibility of such a relationship, but in this study the effects of task type could not be isolated from other features of the course structure and assignments.In the final sections, discussion messages are divided into assignments for analysis. Instructor and student perceptions of the task types encountered in MATH 500 are discussed and then the assignments are analyzed in terms of those taskanbsp;...
|Title||:||Cognitive Presence Among Mathematics Teachers: An Analysis of Tasks and Discussions in an Asynchronous Online Graduate Course|
|Author||:||Diana Lynn Colt|
|Publisher||:||ProQuest - 2008|