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Social and Cognitive Presence as Factors in Learning and Student Retention: An Investigation of the Cohort Model in an iSchool Setting

Susan W. Alman, Barbara A. Frey and Christinger Tomer
Journal of Education for Library and Information Science
Vol. 53, No. 4 ((Fall) October 2012), pp. 290-302
Stable URL: http://www.jstor.org/stable/43686922
Page Count: 13
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Social and Cognitive Presence as Factors in Learning and Student Retention: An Investigation of the Cohort Model in an iSchool Setting
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Abstract

Student learning is a key consideration for ¡Schools as prospective students have an increasing number of educational options in both on-campus and online academic programs. Numerous studies have focused on student satisfaction in an effort to understand how to tailor programs for maximum learning and retention. The purpose of this investigation was to enhance an understanding of cohort-based education. A modified version of the Community of Inquiry survey was used to gather data from two groups of students; one group was organized into a formal learning cohort and one group was not part of a cohort. The research focused specifically on the extent to which cohort-based learning influences the attitudes and perceived satisfaction of students as compared to students who were not part of a cohort. The findings of this research study point to the positive effects that a formally organized cohort of students have on learning attitudes and perceived satisfaction.

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