Version 1
: Received: 11 January 2019 / Approved: 17 January 2019 / Online: 17 January 2019 (12:12:27 CET)
How to cite:
Carroll, L.S.L. Applying Cognitive Presence to Individual Educational Experience as a Framework for Reflection. Preprints2019, 2019010180. https://doi.org/10.20944/preprints201901.0180.v1
Carroll, L.S.L. Applying Cognitive Presence to Individual Educational Experience as a Framework for Reflection. Preprints 2019, 2019010180. https://doi.org/10.20944/preprints201901.0180.v1
Carroll, L.S.L. Applying Cognitive Presence to Individual Educational Experience as a Framework for Reflection. Preprints2019, 2019010180. https://doi.org/10.20944/preprints201901.0180.v1
APA Style
Carroll, L.S.L. (2019). Applying Cognitive Presence to Individual Educational Experience as a Framework for Reflection. Preprints. https://doi.org/10.20944/preprints201901.0180.v1
Chicago/Turabian Style
Carroll, L.S.L. 2019 "Applying Cognitive Presence to Individual Educational Experience as a Framework for Reflection" Preprints. https://doi.org/10.20944/preprints201901.0180.v1
Abstract
Traditionally understood in reference to distance education, cognitive presence may be defined as "the extent to which the participants in any particular configuration of a community of inquiry can construct meaning through sustained communication. The purpose of this paper was to create a blueprint for the reflective ePortfolio as the capstone project for my graduate degree. The blueprint was accomplished by adapting for use cognitive presence as a tool for both analysis and framing, which has never been done to the best of my knowledge. I considered myself to be a participant in a “community of inquiry” model and substituted the result of my interaction with each of the required instructor-course content pairings I took to serve as fellow participants in this community model. The result of my participation was understood to be the knowledge and experience that I have gained, which was reflected in eight of my academic research papers. These selected papers were the artifacts around which my ePortfolio was ultimately developed and demonstrated my participation as an active member in this community of inquiry constructing meaning through sustained communication.
Keywords
Cognitive Presence, Reflective Writing, E-Portfolio, Community of Inquiry, Construction of Knowledge
Subject
Social Sciences, Cognitive Science
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
