Online education depends on a variety of technology tools for cognitive-related activities; however, it is unclear whether the current proliferation of tools is an indicator of a learner’s readiness to use them effectively to meet learning objectives. The purpose of this study was to explain the possible relationship between the learner’s technology readiness and cognitive presence—the extent to which members of a technology-based community of inquiry are able to construct meaning—because the effectiveness of the online experience is a measure of a learner’s perception of cognitive presence. Using the community of inquiry framework and the technology readiness index, a sample of 88 online higher education students answered an online survey. The main research question queried if technology readiness was predictive of cognitive presence in online higher education. Use of linear regression indicated that the technology readiness sub-constructs of optimism and innovativeness were significant predictors of cognitive presence but discomfort and insecurity had no predictive effect. Additionally, insecurity predicted the triggering event, optimism predicted exploration, and discomfort predicted resolution. Incorporating the study’s findings into the development, administration, and instruction of online courses may effect positive social change by enhancing students’ technology readiness and cognitive presence in terms of epistemic engagement within a technology-based community of inquiry.

Keywords

readiness · cognitive presence · epistemic engagement