Investigating Cognitive Presence in Learning Academic Writing Online

Abstract

Writing today includes the act of tapping onto the keyboards of the computer to compose text for publication. Publication here can mean the simple act of getting the text ready to be read by the audience. The wave of online learning has added more challenges to learn academic writing. Writing is an activity that requires engagement. When it comes to academic writing, there are internal and external factors that contribute to the challenges. This study is done to investigate how learners perceive learning academic writing online. After undergoing a semester of learning academic writing, online, learners were asked to respond to a survey. It has 4 sections and used a 5-likert scale. The first section is the demographic profile, the section is on planning, the third is on translating and the last section is on reviewing. Data analysis showed that leaners perceived that planning was not as important as the translating and reviewing stages. Findings has interesting pedagogical implications for the teaching of academic writing online.

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