1. 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

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

3. 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

4. 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): )
Sample size and population limit the applicability findings: (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: (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): )
Chris

5. 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

6. Survey Development Survey Instrument Developed Using:
Community of Inquiry Survey
dology
Teaching Presence
Social Presence
Cognitive Presence
Online Courses
Barbara

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

8. 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

9. 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

10. 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

11. 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

12. 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 ( )
Barbara

13. 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

14. 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

15. 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

16. Thank You
Questions?
Sue