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dc.contributor.advisorChairperson, Graduate Committee: Jennifer Luebecken
dc.contributor.authorColt, Diana Lynnen
dc.date.accessioned2013-06-25T18:42:10Z
dc.date.available2013-06-25T18:42:10Z
dc.date.issued2008en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1095en
dc.description.abstractHigher order learning, in terms of both process and outcome, is frequently cited as the goal of higher education (Garrison, Anderson, & Archer, 2000). However, the adoption of computer mediated communication in higher education has far outpaced our understanding of how this medium can best be used to promote higher order learning (Garrison, Anderson, & Archer, 2004). Researchers have examined quantitative components of computer mediated communication, but little work has been done to examine the cognitive aspects of online discussion. Those studies that do exist demonstrate inconsistent evidence of higher order learning in online discussions (Kanuka & Anderson, 1998; Littleton & Whitelock, 2005; McLoughlin & Luca, 2000; Meyer, 2003). Researchers conjecture that this could be due to the nature of the tasks that instructors implement for discussion purposes (Arnold & Ducate, 2006; Meyer, 2004; Murphy, 2004; Vonderwell, 2003). This study explored whether one component of instruction, the tasks assigned to students, had an effect on the level of cognitive presence that existed in the mathematical discussions of practicing mathematics teachers enrolled in an online graduate course. Through the method of content analysis, discussion transcripts were analyzed to look for evidence of higher-order learning based on the cognitive presence coding protocol developed by Garrison, Anderson, and Archer (2001). Seventeen students in a History of Mathematics course form the primary sample for this study. The results of the content analysis were triangulated with qualitative data from a questionnaire on student backgrounds and demographics and a post-course survey assessing student perceptions of their learning experiences. 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshMathematics teachersen
dc.subject.lcshMathematics--Study and teachingen
dc.subject.lcshEducation, Higheren
dc.subject.lcshDistance educationen
dc.subject.lcshContent analysis (Communication)en
dc.titleCognitive presence among mathematics teachers : an analysis of tasks and discussions in an asynchronous online graduate courseen
dc.typeDissertationen
dc.rights.holderCopyright 2008 by Diana Lynn Colten
thesis.catalog.ckey1327460en
thesis.degree.committeemembersMembers, Graduate Committee: Jeff Banfield; Art Bangert; Elizabeth Burroughs; Maurice Burkeen
thesis.degree.departmentMathematical Sciences.en
thesis.degree.genreDissertationen
thesis.degree.namePhDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage223en


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