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Table 20.2
Adapted from the practical inquiry model (Garrison et al., 2000)
Phases of cognitive presence
Description and evidence of process
Phase I&II: Triggering event
and problem definition
Student activities begin with a triggering event (phase I)
followed by problem definition (phase II)
There is evidence of directed and purposeful thinking, with a
focus on the problem that is introduced as the triggering
event
There is evidence of learners defining and redefining the
problem presented
A critical spirit and intellectual autonomy is present, whereby
learners critically assess the issues explored and are open to
alternative explanations
Phase III: Exploration
There is evidence that learners are searching for explanations
of the problem presented and exploration of relevant ideas
In addition to a critical attitude and expansive thinking, learners
are divergently seeking for solutions; this is important in the
development of critical thinking and problem solving, as
ideas organize and make sense of contingent facts
Phase IV: Integration
There is evidence of a conceptualization of the problem
presented
Thinking is reflective and private, although reflection is socially
shared with evidence of the individual tentatively making
sense of the information that emerged during the exploratory
phase
There is evidence of judgments and decisions being made and
focused on an idea or emerging hypothesis
Phase V: Resolution
The idea or hypothesis is tested. The testing begins with an
initial process of sharing the idea or hypothesis with peers
who, in turn, provide insights
Learners become ready to act upon their understanding; if there
is confirmation of the problem solution for resolution,
understanding will result
An unsatisfactory resolution will trigger a renewed search and
the process will begin anew
The practical inquiry model was selected because of its ability to guide assess-
ment for higher levels of learning, referred to as cognitive presence. Cognitive
presence is understood by Garrison et al. (2001) as occurring within a critical
community of inquiry in which participants “(re)construct experience and knowl-
edge through the critical analysis of subject matter, questioning and challenging
assumptions” (p. 7).
Integrating Progressive Pedagogies into the Learning Experience
High levels of learning and thinking are generally accepted as being the ide-
als and central aim of a university education. Accordingly, evidence of higher
