The Development of the Cohort Block Pedagogical Design Model and Its Application in Asynchronous Online Courses

Abstract

Recent literature suggests that large asynchronous online courses have relatively high rates of attrition and loss of student interest than do similar courses offered in smaller groups. The purpose of this research paper was to investigate the problem and develop an asynchronous online pedagogical model that could address issues without sacrificing social presence, cognitive presence, and teaching presence. The resulting model is the Cohort Block Pedagogical Design (CBPD). This research paper explores the application and feasibility of the model in small, large, and very large asynchronous online classroom settings. Suggested quantitative and qualitative testing of the model is proposed through a mixed-methods study. The quantitative component of the study is a quasi-experimental nonequivalent group design used to compare and analyze student perceptions via an instrument based upon the Community of Inquiry conceptual framework. The intervention is the CBPD model. The findings of this study may determine whether or not the CBPD is a viable online pedagogical design for addressing attrition and student-interest issues with regard to asynchronous online courses.