Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Quality online programs often demonstrate significant instructor presence through videos. This study analyzes video usage in online courses based on the Community of Inquiry framework. Videos can promote social, teaching, and cognitive presence in the online classroom. The purpose of this study is to explore how asynchronous videos and synchronous videoconferencing can be utilized to create higher levels of cognitive presence in the online environment. Module introduction videos, lecture videos, and video feedback of common test errors are analyzed for cognitive presence. Examples from multiple programs/disciplines, both at the undergraduate and graduate levels at a public Midwestern university (natural sciences, health sciences, and social sciences) are discussed. Faculty and student perception of videos demonstrate high levels of cognitive presence. This paper is applicable for programs and educational institutions currently designing or offering online programs.
