Webibliography: Community of Inquiry Model Aldwin Lauron Liberty University Webibliography: A Framework for Research and Practice Summary E-learning in the 21stCentury is a book that provides a comprehensive examination of the theoretical foundations, best practices, and principles of elearning. Garrison and Anderson (2017) discuss their extensive research from technological, pedagogical and organizational perspectives in order to create practical models and release the full potential of elearning. The purpose of the study was to provide conceptual order and a tool for the use of Computer-mediated communication in supporting an educational experience. Central to the work is a model of community inquiry that constitutes three elements essential to an educational transaction - cognitive presence, social presence, and teaching presence.This will give direction and guidance to educators who wish to facilitate critical discourse and higher-order learning through the use of electronic technologies in a networked learning context. Part 1 of the book presents the conceptual framework the the principles behind the Community of Inquiry Model. This model clearly explains that an online learning environment should include these three components of cognitive, social, and teaching presence. Part 2 of the book discussed further the principles in which these conceptual framework can be applied to specific situations in an online environment. Garrison and Anderson (2017) also present guidelines on learning activites, how to make the design nd online discussions which are all essential components of the Community Of Inquiry Model. The final chapter, presents the various learning technologies, blended learning, guidance for practice, assessment and evaluation, and future directions of online learning. This book concisely presents a solid theoretical framework upon which to ground one’s research and practice in the arena of online learning. Critique Garrison and Anderson (2017) explains all of the effective guidelines for e-learning that I have come across as a teacher of online learning. They did a great job describing the Community of Inquiry framework grounded in Social Presence, Cognitive Presence, and Teaching Presence is essential for anyone entering this field. Many online instructors are now taking a blended learning approach to their classes, with some of their lectures being delivered face-to-face and some material being delivered in an online platform. Using new technologies such as video and audio calls , Community of Inquiry Model can be supported as it continues to develop in the online learning environment. In the second half of the book, Garrison focuses on to the actual mechanics of creating an environment conducive to the Community of Inquiry model. However, as he continued with Guidelines for Practice, some of the information from the first half of the book is repeated, particularly with regard to providing a practical framework. In addition, Garrison’s discussion on the issue of creating the right balance of teaching presence is very informative. Generally, the most effective online courses are ones where the instructor is able to create a constructive and collaborative community of learners, where everyone feels they have a voice, and guidelines to professionalism are clearly established by the instructor from the outset. Garrison effectively addressed all of these points in his book. One question that kept surfacing was whether the e-learning environment in professional and graduate programs is different from undergraduate programs. That is, do Social, Cognitive, and Teaching Presence change the Community of Inquiry model for those enrolled in professional or post-graduate studies? Perhaps this issue should be addressed in the section on future directions.
Reference Garrison, D. R., & Anderson, T. (2017). E-learning in the 21st century: A Community of Inquiry Framework for Research and Practice. New York: Routledge Falmer.
Webibliography: Analysing successful massive open online courses using the community of inquiry model as perceived by students Summary In this research, Cohen and Holstein (2018) aims to reveal the characteristics that contributed to the success of massive open online courses (MOOCs) in the fields of software, sciences, and management, according to students' perceptions and to cluster students with similar preferences. For this purpose, more than 3,400 online reviews regarding five highly rated MOOCs were retrieved from the CourseTalk.com (2015) website and were analysed using data mining. These five courses received an average score of 5/5 on the website, along with a large number of written reviews. Consistent with other MOOCs, the population of the analysed courses was diverse and included students from a large number of countries. It was found that, as well as in academic online courses, the characteristics that contributed to MOOCs' success were distributed between all 3 presence elements according to the community of inquiry model: teaching (36%), social (23%), and cognitive (36%; and technological [5%]). This is contrary to the perception that MOOCs mostly contain teaching presence elements. The four leading characteristics were teacher, exercise, atmosphere, and workload. Cluster analysis resulted in 5 types of students with similar presence element preferences. This shows that successful MOOCs enable students with different preferences to consume content and activities according to their individual preferences.
Critique The findings of this research show that the four leading characteristics that contributed to the successful MOOCs were teacher, exercise, atmosphere, and workload. These characteristics are part of the three CoI model presence elements: teaching, social, and cognitive. In the analysed MOOCs, the three presence elements have significant values (teaching 36%, Social 23%, and cognitive 36%). Similarly, the students' preferences are partitioned into three groups: teaching, social, and cognitive preferences. These finding are different from the common perception that MOOCs contain mostly teaching presence elements. The qualitative analysis also shows that the students' reviews refer to various pedagogical issues that cover the three presence elements as well as the combination of presence elements. For example, teachers' role was found not only in responsibility for course content and plan, but also for class atmosphere and student engagement. Moreover, it was observed that the students appreciated the forum not only as a place to receive support from other students and from the teachers, but also as a place to discuss additional material with other students that have similar fields of interest. Due to these findings, we recommend that online courses, as well as MOOC scholars and implementers, take different student learning styles into account when designing and researching courses, so that the learning material will allow students to choose between teaching presence, social presence, and cognitive presence elements. Such a design will allow the students to maximize the benefits of MOOCs. Future research can analyse how this allows students with different preferences to consume content accordingly, as well as using students' online reviews for improving MOOC pedagogy. Furthermore, future research may focus on the differences in diverse categories of MOOCs such as categories teaching showcase, gateway skills, graduate skills, professional skills, and research showcase regarding the characteristics that contribute to their success and their students' preferences.
Reference Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544-556. doi:10.1111/jcal.12259
Webibliography: Learner Support in Open Distance and E-Learning Context through Teaching Presence of Community of Inquiry Model Summary This paper investigated learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest dedicated ODL institution in South Africa. A review of the literature identified the Community of Inquiry model is useful in this context, and it was used as a conceptual framework for the empirical inquiry. A quantitative research approach was employed to investigate the research questions. The questionnaire was compiled after a thor- ough review of the literature to identify all the variables to be included in the paper. It was framed using the CoI framework, which focuses on the intentional development of an online learning community with an emphasis on the process of instructional conversations that are likely to lead to epistemic engagement.The re- searcher carried out a random sample of 400 stu- dents (n=400) from a total number of 1,808 stu- dents enrolled in the Higher Diploma in Adult Basic Education and Training at Unisa. A quan- titative research approach was employed to in- vestigate the research questions. Ice (2009) ar- gues that the CoI framework has been success- ful in measuring the quality of both fully online and blended courses. The language used in the instrument was English, which is the language commonly used for teaching and learning at Unisa. The majority of the respondents who completed the questionnaire are Africans and most are women. Most respondents are working full- time or part-time and do not have access to the internet. The reliability coefficient of the teach- ing presence and student support systems in the ABET Department is very high. The new communication technologies, particularly the internet, appear to offer exciting possibilities for overcoming geographical dis- tance and cost barriers to learning. The intro- duction of ODL has been generally understood as a response to the new challenges of increased and diverse demands on supportive learning made on the educational sector. The distance education offered in developing countries has depended largely on first- and second-genera- tion delivery modes and has relied heavily on print as a form of information dissemination. The technological challenges are often cited as the main reasons for such drawbacks.
Critique Based on the findings of this paper, one must note that the implementation of technology in undergraduate courses to facilitate learning is an important part of the ODL learning process and ABET students should be encouraged to make use of technology as part of their learning experience. The participants feel that they should be trained to use the different aspects of myUnisa. Their workload should be reduced so that they can have more time to focus on training their students on how to use myUnisa. They have also recommended that using myUnisa should be made compulsory for every student and they should be encouraged to visit internet cafes to obtain a picture of what myUnisa is. They have also realized that everything is moving towards technology, which perhaps might work if stu- dents could gain access to it on their cell phones. In general, participants believe that technol- ogy has a role to play in promoting teaching and learning in the Department. Although technolo- gies can assist in facilitating communication between institution and students and among students themselves, they should not underes- timate the inherent possibilities for effective sup- port present in the communities from which the students come. Alternative resources and sup- port in the students’ respective communities can be investigated and harnessed to assist students in their endeavors. It was clear that the use of e-learning at Un- isa is fairly new to the lecturers, and some of them do not have a comprehensive understand- ing of what e-learning or online learning is. This is an issue that Unisa should be aware of. If lecturers do not have a good grasp of what e- learning or online learning is all about, perhaps it is premature for us to expect that the lecturers use it effectively for teaching and learning.
Reference
Baloyi, G. P. (2015). Learner support in open distance and E-learning context through teaching presence of community of inquiry model. International Journal of Educational Sciences, 9(2), 121-126. doi:10.1080/09751122.2015.11890301
Webibliography: Expanding Learning Opportunities for High School Students With Distance Learning Summary The goal of the Synchronous Interactive Video Conference Distance Learning (SIVCDL) pilot program was to use emerging technologies to expand learning opportunities for students in the high school. Beese (2014) investigated the effectiveness of online learning from the perspectives of students, parents, mentor, and administrator while comparing information from student course assessments. The pilot consisted of a small sample of twenty-one high-achieving (GPA of 3.0 or higher) students. The attrition rate for the program was exceedingly high, with thirteen students dropping out (61.9%). Beese (2015) took a mixed-methods approach using multiple techniques and instruments to collect, analyze, and interpret quantitative and qualitative data. Case study methodology was chosen to describe the implementation and effects of the SIVDL pilot program on students at the high school. Qualitative and quantitative data were concurrently collected, analyzed, and triangulated to measure the effectiveness of online learning. Data were gathered from the high school where the SIVDL pilot program had been implemented. The school is an urban public high school with an enrollment of more than two thousand students and was in its eighth year of continuous improvement. The majority of students are academically at risk with over 66% participating in free and reduced lunch. The findings of the study showed that the attrition rate was high at 61.9%. Beese (2015) observed that rhe combination of insufficient time for planning and preparation, lack of support for students, and poor communication was detrimental to the program. Critique Beese (2014) identified several issues related to execution of the program. The grant timeline created issues with scheduling and program implementation. The grant was awarded in the summer and implemented in the fall. Because students had already scheduled their courses for the academic year, online courses were offered in addition to their regular schedule and were offered outside the school day, leaving many students at home struggling to complete their coursework. Student responses reported it difficult to balance schedules and meet the expectations of their online courses. A longer planning phase might have helped establish the structure necessary to support the program. The lack of established lines of communication was detrimental to the program. Perceptions varied between groups and within groups. On surveys, students reported the K–12 teachers were accessible and parents agreed that K–12 teachers were available when their child had questions about coursework. However, students raised the issue that the K–12 teachers did not routinely grade papers or update the grade book. Contrary to this, parents felt that K–12 teachers did routinely provide information about their child’s progress and grades. The students did not have the support needed to work in an online learning environment. The administrator described students’ initiation to the online learning environment as deficient and the type of support offered to students was inadequate. Both the program administrator and the mentor felt regular meetings with students should have been built into the school day in order to keep the students on track. One suggestion is to offer online classes during the school day and to assign a mentor to assist students in class. Having someone present in the classroom who could coach students through the online learning environment and respond quickly to questions would be beneficial. Students need access to people and resources inside and outside the online learning environment that are continuously available, easily accessible, and relevant.
References Beese, J. (2014) Expanding Learning Opportunities for High School Students With Distance Learning, American Journal of Distance Education, 28:4, 292-306, DOI: 10.1080/08923647.2014.959343
Webibliography: Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology
Summary Burgesset. al. (2015) utilized the Community of Inquiry's (CoI) Multi-User Virtual Environment Education Evaluation Tool (MUVEEET), and the CoI Survey to measure observational and perceptual data in the multi-user virtual environment (MUVE), Second Life (SL), among instructional technology graduate students. Specifically examined in this study was the existence of the three CoI constructs — cognitive presence, social presence, and teaching presence. Results indicated that the CoI model served as a promising framework to measure all three constructs within MUVEs. Specifically, both the CoI survey and MUVEEET results indicated that the participants and coders experienced a developed community of inquiry during two SL classes. The purposes of this study were (a) to examine and observe the extent to which graduate level instructional technology students experienced social, cognitive and teaching presence in class activities held in SL, and (b) to examine the extent to which students perceived themselves to experience social, cognitive, and teaching presence within SL. Participants in this non-experimental quantitative study included 10 (8 females and 2 males) purposively selected graduate level students enrolled in a fully online instructional technology class at a rural university in southeast Texas during the summer 2009 session. The participants ranged in age from ages 23 to 34. Students enrolled in this particular instructional technology course are typically pre- service or in-service educators. The course covers the technical and instructional skills needed for integrating computers into the classroom as well as technology issues that impact instructional design. For all three CoI presences, nearly half (46.7%) of the participants supplied a response of Strongly Agree on the survey items. Students who selected Agree on the Likert-scale items made up 45.6% of responses. Students who answered Neutral made up 12.4% of responses. Readers should be aware that no participants selected either the Disagree or Strongly Disagree categories. Therefore, the variability of responses to all of the Likert-format items was restricted to a three-point range, instead of the maximum five-point range that was available. This is an interesting observation, and calls attention to the favorable responses.
Critique
The results above are encouraging and foundational to the continuance of research studies incorporating the CoI framework within explorations of the educational use of MUVEs such as SL. As McKerlich and Anderson discovered the applicability of the CoI model to learning in MUVEs in their 2008 study, so did the researchers in this study. This information bodes well for educators who are interested in using Second Life for online learning. One particular aspect of the MUVEEET the researchers discovered was its versatility. There are indeed many ways to utilize this instrument to analyze observations or behaviors within SL, therefore expanding the possibilities for varied research opportunities. Following McKerlich and Anderson's lead on using the CoI model to study educational activity in MUVEs, this study supports the efficacy of assessing social, teaching and cognitive presences within a MUVE from the points of view of both participant perceptions and objective observations. With more college classes migrating to online status, instructors would be well-informed to support SL instruction by using the CoI framework's survey and/or the MUVEEET for assessment of CoI existence. The sample size included in this study was particularly small, therefore any reported statistical significance would necessitate a larger sample size. Another limitation to this study was the identified population — instructional technology graduate students. It can be suggested that students participating in a graduate level instructional technology course would already possess many technological skills. This knowledge level may inadvertently make the course easier for many students, thus attributing to high interest and engagement of activities — all yielding more favorable responses on the survey and perhaps more instances of social, cognitive, and teaching presence within SL.
Reference Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2015). Teaching and learning in second life: Using the community of inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1), 84-88. doi:10.1016/j.iheduc.2009.12.003
References Baloyi, G. P. (2015). Learner support in open distance and E-learning context through teaching presence of community of inquiry model. International Journal of Educational Sciences, 9(2), 121-126. doi:10.1080/09751122.2015.11890301 Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2015). Teaching and learning in second life: Using the community of inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1), 84-88. doi:10.1016/j.iheduc.2009.12.003 Cohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544-556. doi:10.1111/jcal.12259 Garrison, D. R., & Anderson, T. (2017). E-learning in the 21st century: A framework for research and practice. London: Routledge Falmer. Themeli, C., & Bougia, A. (2016). Tele-proximity: Tele-community of inquiry model. facial cues for social, cognitive, and teacher presence in distance education. International Review of Research in Open and Distance Learning, 17(6)