Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments

Abstract

Abstract The effectiveness of learner–content interaction in online inquiry depends on the extent student cognitive presence can be fostered. This study sought to understand how scaffolding support enhances cognitive presence during the learner–content interaction process in the online environment. Two learning modules on introductory science concepts were developed incorporating the predict observe explain (POE) pedagogical framework. Students engaged with these learning modules to learn the science concepts independently. Data sources comprised post-module interviews, written responses, and observations of student interactions with the online learning modules. Analysis of discussions revealed that the adopted pedagogical framework can effectively foster student cognitive presence during the learner–content interaction process. Findings further revealed that the scaffolding elements embedded into the learning modules contribute to the emergence of higher levels of cognitive presence especially for the students with prior knowledge. Conversely, this study provides evidence that students may develop misconceptions about the science concepts even with the embedded scaffolding and guidance. This study calls for further research into the continual improvement of the pedagogical approach to stimulate cognitive presence for both advanced and novice learners and reduce the potential risk of misconceptions occurring during the learner–content interaction process.