““I don’t think we got deep enough I don’t think we got deep enough into the topicinto the topic”: ”: Examining cognitive presence Examining cognitive presence in students’ asynchronous online in students’ asynchronous online discussionsdiscussions 

Marie-Thérèse BatardièreMarie-Thérèse BatardièreUniversity of Limerick, IrelandUniversity of Limerick, Ireland

INTENT conference INTENT conference

University of León, Spain University of León, Spain

12-14 Febuary 2014 12-14 Febuary 2014

Examining interactions in Examining interactions in an online discussion foruman online discussion forum

o Theoretical perspectives on online (language) learning

o Case study of a blended learning approach to intercultural learning:intercultural learning:

a Franco-Irish online exchange a Franco-Irish online exchange o Study’s key findings and conclusion

University of Limerick strategic plan/ 2011-2015 University of Limerick strategic plan/ 2011-2015

Internalisation of the CurriculumInternalisation of the Curriculum

“Our goal is to enrich our students’ experiences by increased exposure to diverse cultures and learning opportunities”. (p.39)

Scholars have noted a correlation between the growing interest in internationalization as an educational process and the development of web-based e-learning, both of which have a co-dependent relationship with globalization.

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomA blended learning environmentA blended learning environment

Blended learning […] The lack of definition allows institutions to adapt and use the term as they see fit, and to develop ownership of it.

(Sharpe et al., 2006)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomBL: The ‘new traditional model’BL: The ‘new traditional model’

A course which combines face-to-face classroom component with the use of ‘a wide range of recent technologies’ […]

(Sharma and Barrett, 2007)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomThe transformative potential of blended learning The transformative potential of blended learning

Some ‘blends’ can transform learning in the sense that learners are no longer receivers of information but active constructors of their own learning through interaction in the new media.

(Bonk and Graham, 2006)

Using technology in and beyond the language classroom Using technology in and beyond the language classroom

The integration of interactive online communication The integration of interactive online communication

Blogs, discussion forums, Wikis etc. allow learners to move away from a teacher-controlled environment, to adopt a more active role in their learning experience while increasing the human and communicative aspect of their learning. (e.g., Lee, 2005; Connell, 2006; Sykes, Oskoz, & Thorne, 2008)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroom A paradigm shift for teachersA paradigm shift for teachers

The success of the introduction of online teaching and online technologies is in great part due to how well teachers deal with the new ideas and implement them with their learners.

(Comas-Quinn, 2011)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomThe extent of teaching presenceThe extent of teaching presence

Teaching presence has been defined as “the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes”.

(Anderson et al., 2001)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomThe development of cognitive presence:The development of cognitive presence:the centrality of task in CMC environmentsthe centrality of task in CMC environments

The focus then moves to the direct causal relationship between teaching presence and [learners’] cognitive presence. The assumption is that students are assigned engaging tasks.

(Garrison et al., 2010)

The structure, content and sequencing

of language-learning tasks are critical.

(Levy & Stockwell, 2006)

Using technology in and beyond the language classroomUsing technology in and beyond the language classroomIntercultural virtual learning experiencesIntercultural virtual learning experiences

In such linguistically rich interactions -including some with native speakers - technology mediated contexts offer unexplored multi-dimensional perspectives to task-based activities and call for new teaching-learning practices that extend beyond the familiar ‘classroom boundaries’.

(O’Dowd, 2009)

Case study of a blended learning approach to Case study of a blended learning approach to intercultural learning:intercultural learning: a Franco-Irish on line exchangea Franco-Irish on line exchange

http://www.uni-collaboration.eu/?q=node/429http://www.uni-collaboration.eu/?q=node/429

Franco-Irish online exchange Franco-Irish online exchange Participants’ profileParticipants’ profile

16 ‘Business with French’ Irish undergraduates Irish undergraduates (year 4)(year 4)

• Intermediate to advanced L2 learners

• Work/ Study abroad undertaken in year 2 or 3

• Previous participation in class Blog

16 NS from France & Belgium• UL Erasmus StudentsUL Erasmus Students• Partners unknown to L2 students

• Already working in tandem face to face partnerships with 3rd UL students –Translation class

NNS: 5 males/ 11 females NNS: 5 males/ 11 females NS: 6 males/ 10 females NS: 6 males/ 10 females

Franco-Irish online exchangeFranco-Irish online exchange Project OutlineProject Outline

o Individual project on Francophone & European Individual project on Francophone & European

current affairs current affairs (1/4 of (1/4 of language modulelanguage module -year 4) -year 4)

o Task-based & blended learningTask-based & blended learning

o Research conducted on the Internet

o Contact hours: 1 h/w for 4 weeks / Contact hours: 1 h/w for 4 weeks / Call labCall lab

o CMC component = spring board for discussion CMC component = spring board for discussion

and reflection -and reflection -66 weeks scheduled (+ 2 extra)weeks scheduled (+ 2 extra)

Franco-Irish online exchange Franco-Irish online exchange

Setting–up of L2 exchangesSetting–up of L2 exchanges

CreationCreation of discussion threads of discussion threads (one per student/ topic) on SULIS module website SULIS module website (UL virtual learning environment)

Short training of Erasmus students on use of discussion forum feature (postings, attachments)

Attribution of topics to Erasmus students Attribution of topics to Erasmus students

Franco-Irish online exchange Franco-Irish online exchange Task descriptionTask description

In-class work precedes on-line activityStage 1

Information retrieval (French newspapers websites)Selection of a controversial article and analysisSelection of a controversial article and analysisWriting of a piece of work demonstrating thorough understanding of the topic

Stage 2Posting of work + a specific question on chosen topic for a specific question on chosen topic for allocated partnerallocated partner

Exchanges between NNS and NS Exchanges between NNS and NS –6 postings per dyad & 6 postings per dyad & in French in French (L2 & L1)(L2 & L1)

Stage 3Reflection taskReflection task

Article from the French daily newspaper Article from the French daily newspaper Le MondeLe Monde

http://www.lemonde.fr/education/article/2012/07/22/l-eleve-francais-ce-cancre-en-langues-etrangeres_1736714_1473685.html

Franco-Irish online exchange Franco-Irish online exchange

Data analysis & findingsData analysis & findings

Students’ postings Students’ postings

180 messages in total180 messages in total

Students’ feedbackStudents’ feedback

(written) reflections (written) reflections (end part of project) 16 Irish students/ 16 Erasmus students

online questionnaire online questionnaire (2 weeks after the project on www.surveymonkey.com/) 7 Irish students/ 8 Erasmus students

Students’ postings Students’ postings Content analysis –sample of transcriptsContent analysis –sample of transcripts

Focus on students’ cognitive presence in online students’ cognitive presence in online interactions interactions (i.e., critical thinking & deep learning)

The Four Phase Four Phase Practical Inquiry model: a framework used to describe and assess levels of high order thinking/learning in an educational context generally and online learning specifically (Garrison & Anderson, 2003)

Descriptor/

Indicator

Sociocognitive processes Example

Phase 1/

Initiation

phase

(Triggering event)

Identifying potential problems/ Asking questions to prompt more discussions & to involve partner

« C’est difficile d'envisager un avenir positif [pour les jeunes] aujourd'hui. Cependant, les incitations ont été introduites, et il y a une que je sais, elle est appelé ‘la jeunesse garantir’ … es-tu familier avec ça? » (Melanie -Irish)

Phase 2/

Exploration

phase

Exchanging ideas

Discussing ambiguities

Offering suggestions

« Tout d'abord pour répondre à ta question, je connais le projet "garantie jeunesse" déjà présent dans certains pays d'Europe. […] A mon avis, le problème réside dans le manque de confiance des séniors à l'égard des jeunes fraichement diplomés. » (Stéphane -French)

Phase 3/

Integration

phase

Connecting ideas to construct new meanings/

Incorporating information from other sources

Creating solutions

« Ton argument est efficace avec des chiffres à l'appui. Je ne pourrais pas te contre-dire sur ce point. […]D'ailleurs, j'avais déjà vu un reportage télévisé sur la formation professionelle des jeunes qui a plus d'effets bénéfique qu'un diplome d'école. Les jeunes et les seniors doivent aussi y mettrent du sien. Tout le monde doit agir pas que les gouvernements. » (Stéphane)

Phase 4/

Resolution

phase

Applying new ideas

Critically assessing and defending solutions

Taking direct or vicarious action

« Si l'on relie le chomage au taux de jeune qui continue les études, il devient alors clair que cela augmente de facon considérable le taux de chomage chez les jeunes. En effet, il faudrait spécialiser les jeunes dans des domaines où le taux de chomage est assez important afin de répartir le travail [...] Je sais que cette idée parait assez farfelue mais je pense qu'on se doit de visiter différentes solutions pour trouver celle qui convient le mieux. » (Stéphane)

FFour-Phase Practical Inquiry Model (adapted from Garrison et al., 2001)our-Phase Practical Inquiry Model (adapted from Garrison et al., 2001)

Descriptor/

Indicator

Sociocognitive processes Example

Phase 1/

Initiation

phase

(Triggering event)

Identifying potential problems/ Asking questions to prompt more discussions

«Qu'est ce qu'être Européen si nous Français ne nous considérons pas Européen. […] Lors de cette journée, une question a été posé: vous sentez vous Européen? La plupart des personnes interrogées ont répondu que non. Penses-tu qu'une société européenne soit un jour possible? Et surtout y serais tu favorable? » (Mégane -French)

Phase 2/

Exploration

Phase

Exchanging ideas

Discussing ambiguities

Offering suggestions

« Pour répondre à tes questions: Je suis d’accord avec tout ce que tu as dit. Cependant, je crois que c’est plus compliqué que ca. Personnellement, je trouve que la société européenne commence devenir une possibilité avec nous, les jeunes. Notre génération est la première à se voir comme des européens. À mon avis, c’est à travers des programmes tels qu’Erasmus et des stages européens que nous travaillerons à cette idée d’une société européenne. » (Malachy -Irish)

Phase 3/

Integration

Phase

Connecting ideas to construct new meanings/

Incorporating information from other sources

Creating solutions

« Je serais très favorable à une société européenne dans l’avenir parce que je l’ai déjà vue en quelques sortes à Luxembourg.

J'ai lu un article qui parle de Luxembourg comme un modèle pour l'Europe et je pense que tu le trouveras très intéressant: Le multiculturalisme luxembourgeois-un modèle pour l’Europe? - Europaforum Luxembourg - Novembre 2008

(Malachy)

Phase 4/

Resolution

Phase

Applying new ideas

Critically assessing and defending solutions

Taking direct or vicarious action

Je crois que Erasmus est la clé de la future société européenne, elle encourage et crée un amour pour l'Europe en nous […] Si le financement est arrêté, nous allons perdre tout le travail Erasmus a fait jusqu'à présent. Bien sûr, nous pouvons faire quelque chose. Il y a beaucoup de pétitions en ligne! J’ai déjà signé un et je te recommande de le faire aussi! Si on met suffisant la pression sur le parlement européen, je crois que nous pouvons faire une différence. (Malachy)

FFour-Phase Practical Inquiry Model (adapted from Garrison et al., 2001)our-Phase Practical Inquiry Model (adapted from Garrison et al., 2001)

Franco-Irish online exchange Franco-Irish online exchange Students’ cognitive presence in interactionsStudents’ cognitive presence in interactions

Phase 1/Phase 1/

Initiation Phase

(Triggering event)

--------------

Phase 2/Phase 2/

Exploration Phase 6% 6% (1/16 partnerships)

Phase 3/Phase 3/

Integration Phase 50% 50% (8/16 partnerships)

Phase 4/Phase 4/

Resolution Phase 44% 44% (7/16 partnerships)

Students’ perception of learning Students’ perception of learning & satisfaction& satisfaction

Students’ feedback Students’ feedback -online questionnaire-online questionnaire

InterculturallyInterculturally Challenging Exchange Challenging Exchange IntellectuallyIntellectually Challenging Exchange Challenging Exchange

InterculturallyInterculturally Challenging Exchange Challenging Exchange

In any book about Ireland you will read that religion is still a part of people's life, and that we need to be careful about what we say or ask. This exchange made me realize that a lot of young people wish they had more rights (like abortion), and I would not have been able to know that if I had not talked with an Irish girl.

French student - 20/12/2012 15:49

(Response to questionnaire: Agree)

-----------------------------------------------------------------------------

InterculturallyInterculturally Challenging Exchange Challenging Exchange

My partner provided examples of her experiences and what she had witnessed in relation to the topic in that way it was good to have another point of view. However I have already lived in her country, so was aware of the culture to some extent before our discussion forum.

Irish student - 15/12/2012 0:05

(Response to questionnaire: Neither Agree or Disagree)----------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------

Intellectually Intellectually Challenging ExchangeChallenging Exchange

We both had the same point of view about the topic, but still we asked different questions and so I think we both had to look to a part of the topic we had not thought of before, or look a it differently.

French student - 16/12/2012 13:38

(Response to questionnaire: Strongly agree)

---------------------------------------------------------------------

Intellectually Intellectually Challenging ExchangeChallenging Exchange

It took me a while to get used to writing long opinion pieces in French. I had to really reflect on my topic, on what I wanted to say, and how I wanted to say it. I had to find the vocabulary that I needed.

Irish student - 17/12/2012 16:20

(Response to questionnaire: Agree)

---------------------------------------------------------------------

Students’ feedback Students’ feedback -reflection task -reflection task Collaboration: two partners - one voice Collaboration: two partners - one voice

Students’ feedback Students’ feedback -reflection task -reflection task OnlineOnline versus face-to-face discussion versus face-to-face discussion

La discussion en ligne est valable comme méthode parce que cela permet de communiquer à distance très facilement. Aussi, une chose unique de ce type de discussion est son anonymat. On pouvait donc parler sur un sujet polémique et on peut présenter nos points de vue plus honnêtement. Egalement dans une conversation en ligne, on avait le temps de réfléchir et de développer nos idées […]

[…] Sans ces barrières qui existent dans une discussion orale, on pouvait s’engager dans une discussion profonde. L’interaction avec une francophone était très utile pour améliorer mon niveau de français. J’avais utilisé des forums de discussion dans le passé mais c’était la première fois que je l’ai utilisé pour une discussion si sérieuse. J’ai trouvé l’échange inestimable.ALAN 12/13/2012 11:00:53 PM

Bilan sur la valeur de l’échange en ligne

Social presence as a support for cognitive Social presence as a support for cognitive presence and vice versapresence and vice versa

Off-line teaching presenceOff-line teaching presence

Understanding learning Understanding learning in a ‘blended-learning’ environmentin a ‘blended-learning’ environment

Deep learning Deep learning associated with associated with

the quality of students’ engagementthe quality of students’ engagement

o Online Task design & Task timeo Students’ TL proficiencyo Students’ prior experience of the TL countryo Students’ grade(s) & perceived satisfaction