scholarly journals Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Moon-Heum Cho ◽  
Scott Tobias
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussion ◽  
Teaching Presence ◽  
Online Course ◽  
Significant Difference

<p class="Style2">Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated.  The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement.  One instructor taught the same online course for three consecutive semesters using three different conditions.  During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation.  No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions.  No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement.  Implications for online teaching and learning as well as for designing an online course conclude the paper.</p>

Assuring Quality in Online Course Delivery

2011 ◽  
Vol 2 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

Expanding the CoI

2013 ◽  
pp. 429-445 ◽  
Author(s):  
Sebastián Romualdo Díaz
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Knowledge Communities ◽  
Online Teaching And Learning ◽  
Parallel Processes

This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for Knowledge Workers, given that online teaching and learning is quite similar to “online working.” The phenomenon analogous to teaching presence in online learning is a knowledge worker’s ability to create and disseminate knowledge. Communities of Practice provide a measurable phenomenon analogous to social presence. Finally, data-driven decision-making’s use for evaluation, coupled with innovation, serves as a phenomenon parallel to cognitive presence. Together, these three measures, developed in parallel with teaching, social and cognitive presence, provide an effective framework for evaluating online work, which is quite similar to online learning.

scholarly journals Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

2017 ◽  
Vol 20 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Mohsen Saadatmand ◽  
Lars Uhlin ◽  
Maria Hedberg ◽  
Lotta Åbjörnsson ◽  
Maria Kvarnström
Keyword(s):  
Professional Development ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Local Level ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Online Tools ◽  
Learner Interaction

Abstract Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners’ interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.

scholarly journals Applying the community of inquiry framework to an online professional practice doctoral program

2011 ◽  
Vol 12 (6) ◽  
pp. 126 ◽  
Author(s):  
Swapna Kumar ◽  
Kara Dawson ◽  
Erik W Black ◽  
Catherine Cavanaugh ◽  
Christopher D Sessums
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Graduate Programs ◽  
Doctoral Program ◽  
Lessons Learned ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Community Of Inquiry Framework

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, &amp; Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs. <br /><br />

scholarly journals The teacher as leader: Effect of teaching behaviors on class community and agreement

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Beth Rubin ◽  
Ronald Fernandes
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Teaching Behaviors ◽  
Group Leaders ◽  
Class Level ◽  
Class Leaders ◽  
Group Agreement

<p>This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.</p><p>The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.</p>

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

Leveraging Teaching Presence in Online Courses

2016 ◽  
pp. 113-137
Author(s):  
Kun Huang ◽  
Sang Joon Lee ◽  
Ashley Dugan
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Social Issues ◽  
Learning Experience ◽  
Essential Elements ◽  
Two Dimensions ◽  
Teaching Presence ◽  
Online Course ◽  
Research And Practice

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.

scholarly journals The switch to remote instruction in Spanish heritage language courses: Why social presence matters

2021 ◽  
Vol 8 (2) ◽  
pp. 185-214
Author(s):  
Angélica Amezcua ◽  
Anel Brandl ◽  
Evelyn Durán Urrea ◽  
Estrella Rodriguez
Keyword(s):  
Social Presence ◽  
Heritage Language ◽  
Online Survey ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Classroom ◽  
Virtual Courses ◽  
Language Courses ◽  
On Line

EN The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners. Parole chiave: LATINX STUDENTS, SPANISH HERITAGE LANGUAGE COURSES, ONLINE CLASSES, SOCIAL PRESENCE ES La pandemia amplificó la disparidad educativa que el alumnado latino sufre en los cursos virtuales. Este proyecto describe las experiencias del alumnado latino en las clases virtuales de español como lengua de herencia (SHL) y propone el uso del modelo de la Community of Inquiry (Garrison et al., 2000) y la teoría de la Presencia Social (junto con sus modificaciones: Hauck & Warnecke, 2012; Fayram, 2017; Strong et al., 2012; Whiteside, 2015) como guía para entender la presencia social (PS) y sus factores en las clases virtuales. Un total de 126 participantes respondieron a un cuestionario en línea validado para evaluar los retos que supuso el cambio a una enseñanza a distancia. Los resultados indican la importancia de diseñar cursos virtuales efectivos que promuevan la presencia social como el elemento clave para disminuir el aislamiento y promover la participación activa en las clases. En este estudio proponemos que la presencia docente es un componente importante de la presencia social en la enseñanza virtual del español como lengua de herencia y ofrecemos implicaciones pedagógicas para el profesorado. Palabras claves: ALUMNADO LATINO, CURSOS DE ESPAÑOL COMO LENGUA DE HERENCIA, CURSOS EN LÍNEA, PRESENCIA SOCIAL IT La pandemia ha aumentato le disparità educative che studenti/esse latini/e affrontano nei corsi a distanza. Questo studio descrive le esperienze di apprendenti di Spagnolo come Lingua Ereditaria nella didattica a distanza (DaD), e propone l’uso del modello della Community of Inquiry (Garrison et al., 2000) e della Teoria della Presenza Sociale (con le sue variazioni: Hauck & Warnecke, 2012; Fayram, 2016; Strong et al., 2012; Whiteside, 2015) come modelli per ottenere informazioni su aspetti della presenza sociale (SP) durante le lezioni online. 126 studenti hanno risposto a un questionario validato online per valutare le sfide poste dal passaggio alla DaD. I risultati evidenziano la necessità di corsi online efficaci che promuovano la SP come fattore chiave per diminuire il senso di isolamento e incoraggiare una partecipazione attiva alla lezione. Viene suggerita la presenza dell’insegnante come componente importante della SP nei corsi online di SHL e vengono trattate le implicazioni pedagogiche per i docenti stessi. Parole chiave: STUDENTI LATINI, CORSI DI SPAGNOLO COME LINGUA EREDITARIA, LEZIONI ON-LINE, PRESENZA SOCIALE.

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