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How does peer-led teaching presence promote the development of cognitive presence? Evidence based on behavioural sequence analysis.

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Title: How does peer-led teaching presence promote the development of cognitive presence? Evidence based on behavioural sequence analysis.
Authors: Bai, Xuemei1 963584029@qq.com, Gu, Xiaoqing2
Source: Australasian Journal of Educational Technology. 2025, Vol. 41 Issue 3, p26-44. 19p.
Subject Terms: *Peer teaching, *Curiosity, *Behavioral assessment, *Outcome assessment (Education), *Automaticity (Learning process), Group problem solving, Mental work
Abstract: Cognitive presence is essential for deep and meaningful learning, yet developing it poses challenges. Theoretically, peer-led teaching presence can enhance cognitive presence, but research on this facilitation is limited. This study used behavioural sequence analysis to investigate how peer-led teaching presence promotes cognitive presence development. First, the study found that peer-led teaching presence promotes overall cognitive presence development by facilitating transitions from the triggering event to the resolution stage via multiple pathways. It also facilitates transitions from lower-order learning (including the triggering event to exploration, exploration back to the triggering event, and the selfreinforcing cycle of exploration) to higher-order learning in the integration stage. Additionally, it breaks the cycle of triggering new events or self-circulation from the integration stage, ensuring a smooth transition to the resolution stage. In the exploration phase, peer-led teaching presence significantly increases exploratory behavioural sequences and promotes bidirectional transitions between these behaviours. Notably, it also increases a significant bidirectional triggering of divergence in the exploration stage and connecting ideas, synthesis in the integration stage. Within the integration phase, there is a marked increase in integrative behaviour sequences, enabling multiple routes from the integration to the resolution stage. Based on these findings, we propose practical implications are. Implications for practice or policy: • Educators and trainers should consider designing activities that encourage peer interaction and collaborative problem-solving to facilitate transitions from initial triggering events to deeper stages of learning, such as exploration and integration. • Institutions can invest in training programmes that equip students with the skills necessary to lead and participate effectively in peer-led learning sessions, thereby fostering a more supportive and engaging learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How does peer-led teaching presence promote the development of cognitive presence? Evidence based on behavioural sequence analysis.
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2025, Vol. 41 Issue 3, p26-44. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+teaching%22">Peer teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Curiosity%22">Curiosity</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavioral+assessment%22">Behavioral assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Automaticity+%28Learning+process%29%22">Automaticity (Learning process)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+work%22">Mental work</searchLink>
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  Data: Cognitive presence is essential for deep and meaningful learning, yet developing it poses challenges. Theoretically, peer-led teaching presence can enhance cognitive presence, but research on this facilitation is limited. This study used behavioural sequence analysis to investigate how peer-led teaching presence promotes cognitive presence development. First, the study found that peer-led teaching presence promotes overall cognitive presence development by facilitating transitions from the triggering event to the resolution stage via multiple pathways. It also facilitates transitions from lower-order learning (including the triggering event to exploration, exploration back to the triggering event, and the selfreinforcing cycle of exploration) to higher-order learning in the integration stage. Additionally, it breaks the cycle of triggering new events or self-circulation from the integration stage, ensuring a smooth transition to the resolution stage. In the exploration phase, peer-led teaching presence significantly increases exploratory behavioural sequences and promotes bidirectional transitions between these behaviours. Notably, it also increases a significant bidirectional triggering of divergence in the exploration stage and connecting ideas, synthesis in the integration stage. Within the integration phase, there is a marked increase in integrative behaviour sequences, enabling multiple routes from the integration to the resolution stage. Based on these findings, we propose practical implications are. Implications for practice or policy: • Educators and trainers should consider designing activities that encourage peer interaction and collaborative problem-solving to facilitate transitions from initial triggering events to deeper stages of learning, such as exploration and integration. • Institutions can invest in training programmes that equip students with the skills necessary to lead and participate effectively in peer-led learning sessions, thereby fostering a more supportive and engaging learning environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Behavioral assessment
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              Text: 2025
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