Fostering Cognitive Presence in an Online EFL Course through Strategic Task Design
Korkealehto, Kirsi; Leier, Vera (2025)
Filodriritto
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2026020912068
https://urn.fi/URN:NBN:fi-fe2026020912068
Tiivistelmä
This study investigates students' cognitive presence in an online English as a Foreign Language (EFL)
course in Finland. Cognitive presence, a key component of the Community of Inquiry model, refers to
the extent to which learners actively construct and confirm meaning through sustained reflection and
discourse [1]. To facilitate this deeper learning process, we implemented task-based language
learning [2] and developed a task design aligned with the practical inquiry framework [3]. This
framework recommends a phased approach consisting of four stages: triggering an event, exploration,
integration, and resolution. We designed tasks to correspond to each phase, ensuring they were
authentic, real-world tasks focused on completion [2].
The study involved 35 adult learners who participated in weekly 1.5 hours online lessons for one
academic year. A questionnaire was distributed at the end of the course to assess students'
perceptions of the task design. The quantitative data were analysed using statistical methods, while
descriptive analysis was employed for the qualitative responses.
The results indicated that cognitive presence is enhanced by several factors, including course content,
assignments, interaction, and teacher activities. In addition, valuable discussions, connecting new
information to prior knowledge, strong teacher support and feedback, as well as a positive,
encouraging atmosphere, are crucial contributors
course in Finland. Cognitive presence, a key component of the Community of Inquiry model, refers to
the extent to which learners actively construct and confirm meaning through sustained reflection and
discourse [1]. To facilitate this deeper learning process, we implemented task-based language
learning [2] and developed a task design aligned with the practical inquiry framework [3]. This
framework recommends a phased approach consisting of four stages: triggering an event, exploration,
integration, and resolution. We designed tasks to correspond to each phase, ensuring they were
authentic, real-world tasks focused on completion [2].
The study involved 35 adult learners who participated in weekly 1.5 hours online lessons for one
academic year. A questionnaire was distributed at the end of the course to assess students'
perceptions of the task design. The quantitative data were analysed using statistical methods, while
descriptive analysis was employed for the qualitative responses.
The results indicated that cognitive presence is enhanced by several factors, including course content,
assignments, interaction, and teacher activities. In addition, valuable discussions, connecting new
information to prior knowledge, strong teacher support and feedback, as well as a positive,
encouraging atmosphere, are crucial contributors