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

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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
ISSN:	14493098
DOI:	10.14742/ajet.10020