id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_77odaek6d5hb3a7wldz5dmmtwe	D. Randy Garrison	Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough	2005	17	.pdf	application/pdf	5193	428	52	nature of online interaction in four distance education course designs. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning. Dialogue or interaction was recognized as a crucial variable in a distance education environment, which was not necessarily the case with an industrial design approach. To appreciate interaction and the quality of learning outcomes, one must understand how cognitive, social, and teaching presence Moreover, students are not always prepared to engage in critical discourse, especially if this is in an online learning environment (Angeli, Valanides, and Much has been written about teaching practice leading to deep approaches to learning in higher education (e.g., Ramsden 1992; Trigwell, A deep approach to learning must consider all three elements of the community of inquiry: social, cognitive, and teaching presence.	./cache/work_77odaek6d5hb3a7wldz5dmmtwe.pdf	./txt/work_77odaek6d5hb3a7wldz5dmmtwe.txt