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A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses

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Faulconer, Emily K.; Chamberlain, Darryl J., Jr.; Wood, Beverly L. – Online Learning, 2022

The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the…

Descriptors: Online Courses, Asynchronous Communication, STEM Education, Difficulty Level