Social and Cognitive Presence in Online Learning: An Investigation of the Cohort Model in an Information School Setting A Research Study Conducted by Susan W. Alman, San Jose State University Barbara A. Frey, University of Pittsburgh Christinger Tomer, University of Pittsburgh Sue

Purpose of Study The purpose of this study was to compare student satisfaction in cohort and non-cohort programs. Sue

Cohort Concept Group of students who stay together from the beginning to the end of an academic program. They grow through the process while developing community and experiencing essentially the same course material and challenges. (Adapted from K. Fenning, College Quarterly, Winter 2004) More than merely a method of course delivery – it provides students with a sense of belonging, supports risk taking, creates an environment of respect, and promotes multiple perspective (Imel, 2002 – cited in Slemp, 2005) Chris

Research Related to Cohort Experience Benefits of the cohort experience are cited frequently, but there is little empirical evidence available Only one paper addresses the issue directly: 2004 (Tisdell, Elizabeth J.,et al. "Cohort Learning Online in Graduate Higher Education: Constructing Knowledge in Cyber Community." Educational Technology & Society 7, no. 1 (2004): 115-127) Sample size and population limit the applicability findings: 2005 (Manos, Angel Barringer, et al. "A case study of education Ph. D. cohort students: Factors related to stress." The Journal of Continuing Higher Education 53, no. 2 (2005): 24-33) Deals with cohort learning, but only tangentially: 2012 (Chu, Regina Juchun, et al. "Transformation for adults in an Internet-based learning environment-is it necessary to be self-directed?." British Journal Of Educational Technology 43, no. 2 (2012): 205-216) Chris

Cohort Experience Observations High Attrition in Online Programs with Individual Students Low Attrition in Online Programs that have Cohort-based Communities Power of the cohort. Power of online learning community. More than 800 students organized in 20 cohorts since 2001. Student capabilities enhanced Confident Motivated Satisfied Chris

Survey Development Survey Instrument Developed Using: Community of Inquiry Survey http://communitiesofinquiry.com/metho dology Teaching Presence Social Presence Cognitive Presence Online Courses Barbara

Questionnaire Teaching Presence: 7 Questions Social Presence: 18 Questions Cognitive Presence: 7 Questions Online Course Experiences: 11 Questions Demographics: 12 Barbara

Survey Population Students enrolled in Master of Library and Information Science program at the University of Pittsburgh. Continuing students: First, Second, Third and Fourth Term Mixture of Students: Full-time/Part-time Member of a Cohort/NOT in a Cohort On-campus and Online students Sue

Population Queried Students enrolled in two courses/4 sections during Summer Term 2011 2 Sections: Weekly f2f 2 Sections: Asynchronous with one f2f meeting Some students were enrolled in both courses. Administration of Instrument Survey Monkey Sue

Student Population N=71 Adjusted N=54 67% Rate of Response: 36/54 Students enrolled in one of four sections of summer courses 17 students graduated in August Adjusted N=54 67% Rate of Response: 36/54 Sue

Data Analysis High Rate of Response Sufficient for Analysis and Comparison Even Distribution of Responses from Both Groups Wilcoxon Mann-Whitney Nonparametric Test Compare 2 Populations and Indicate Statistically Significant Differences Between 2 Groups Barbara

Findings Statistically Significant Difference in Responses Made by the Two Groups 23/46 questions Complete Report Published Journal of Education for Library and Information Science, 53:4, October 2013 (290-302) Barbara

Data Analysis Selected Examples QUESTIONS Member of Not a Cohort Cohort Member Instructors’ actions reinforced 73% 41% development of sense of community Student to student interaction 42% 89% is more difficult online Contacted classmates outside of 84% 53% CMS regarding course issues Learning activities & discussions 94% 59% increased interest in course issues Participating in discussions 81% 59% enhanced my understanding of relevant material Discussions more difficult in 31% 88% online courses than in on-campus courses Barbara

Comparative Results Key Differences in way Cohort and Non- cohort students view COI factors Cohort-based learning community had positive influence on social presence, teaching presence, & cognitive presence Sue

Lessons Learned Student subjects in the formally organized cohort-based learning community were More Satisfied Than Peers Strengthened observations that cohort communities promote: Cohesiveness Confidence Motivation Satisfaction Sue

Thank You Questions? Sue