scholarly journals From Presences to Linked Influences Within Communities of Inquiry

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Susi Peacock ◽  
John Cowan
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Social Cognitive ◽  
Meaning Making ◽  
Educational Experience ◽  
Collaborative Group ◽  
Class 1 ◽  
Core Elements ◽  
Working Together ◽  
Community Of Inquiry Framework

<p class="1">Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, &amp; Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as “Influences.”  These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as “trusting,” “meaning-making,” and “deepening understanding.” Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage “cognitive maps” as supporting learners to assess progress to date and identify pathways forward (Garrison &amp; Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning.    We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework.</p>

scholarly journals STUDENT ROLE ADJUSTMENT IN ONLINE COMMUNITIES OF INQUIRY: MODEL AND INSTRUMENT VALIDATION

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Randy Garrison ◽  
Martha Cleveland-Innes ◽  
Tak Fung
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Instrument Validation ◽  
Future Research ◽  
Student Role ◽  
The Core ◽  
Factor Analytic ◽  
Analytic Process ◽  
Core Elements

The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this research and identify the core elements and conditions associated with role adjustment to online learning (Garrison, Anderson and Archer, 2000). Through a factor analytic process it is shown that the instrument did reflect the theoretical model. It was also useful in refining the items for the questionnaire. The instrument is for use in future research designed to measure and understand student role adjustment in online learning.

Communities of Inquiry in Online Learning

2011 ◽  
pp. 352-355 ◽  
Author(s):  
D. R. Garrison
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Teaching Presence ◽  
Online Learning Environments ◽  
Community Of Inquiry Framework ◽  
Communities Of Inquiry

The focus of this chapter is on a framework that has drawn considerable interest in creating collaborative communities of inquiry in online learning environments (Garrison, Anderson & Archer, 2000). The goal is to provide an overview and update of the Community of Inquiry Framework with a particular focus on social, cognitive and teaching presence that constitute the framework. Creating and sustaining a community of inquiry requires an understanding of the progressive or developmental nature of each of the presences and how they interact. This chapter will explore what constitutes each of the presences and implications for practice.

THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Significant Relationships ◽  
Survey Results ◽  
Community Of Inquiry Framework ◽  
Discussion Postings ◽  
Over Time

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

scholarly journals Researching online communities of inquiry through digital ethnography

2021 ◽  
Vol 102 ◽  
pp. 01006
Author(s):  
Neil Johnson
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Communities ◽  
Online Community ◽  
Study Data ◽  
Digital Ethnography ◽  
Use Of Technology ◽  
Ethnographic Data ◽  
Communities Of Inquiry

Research into providing effective online education has suggested an important goal for instructors is the creation of an online community of inquiry (CoI) where social, cognitive, and teacher presence are all important aspects of successful online learning. With reference to a recent reflective practice case study, this paper describes ways that the research on online communities of inquiry may be enriched through the use of digital ethnography. In the target reflective case study, data analysis tasks were designed and presented in an online VoiceThread site, promoting dialogic and multimodal engagement with data from actual research studies that are central to the module theme in teacher education. Interaction around these tasks is coded using the CoI framework. Ethnographic data from the participants was collected and coded using qualitative research protocols to contextualise the interaction data and provide a clearer understanding of how participants had come together throughout the module. The ethnographic data revealed some interesting concerns with online learning, including the use of technology as a barrier to participation.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

Informal Learning as Group Meaning-Making

2015 ◽  
pp. 180-196 ◽  
Author(s):  
Mary F. Ziegler ◽  
Trena Paulus ◽  
Marianne Woodside
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Online Communities ◽  
Meaning Making ◽  
Learning Conversations

Very few researchers have considered peer-initiated online communities as sites where informal learning takes place. The goal in this chapter is to expand and enrich the conceptualization of informal learning by positioning it as a group meaning-making process rather than an individual cognitive product. The authors begin the chapter by providing an overview of the opportunities adults have to engage in informal learning through asynchronous conversations in online communities. Then, they summarize current conceptualizations of informal learning and the approaches researchers have used to examine it, noting both their potential and limitations. The authors synthesize the research they have conducted on online learning conversations over the last eight years and present their model of informal learning as a group meaning-making process.

Intentional Communities of Practice, the Challenge of Interactivity

2012 ◽  
pp. 305-325 ◽  
Author(s):  
Aaron Wiatt Powell
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Literature Review ◽  
Online Community ◽  
Cultural Barriers ◽  
Design And Technology ◽  
Intentional Communities ◽  
Intentional Community ◽  
Community Portal

This chapter examines the support of social interaction in a cooperative, situated online learning environment, and the cultural barriers that hinder such intention and interactivity. The findings of a literature review suggest that the greatest challenge to intentional Community of Practice (CoP) is a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoP’s future. This case study attends to these issues with a cohort of practicing teachers. It explores an initiative to nurture CoP with cooperative projects and with the support of an online community portal. The case challenges CoP theory from an intentional or instructional standpoint, and informs design and technology in support of CoP.

A User Driven Learning Environment in Botany

2011 ◽  
pp. 255-275
Author(s):  
J. M. Garg ◽  
Dinesh Valke ◽  
Max Overton
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Special Interest ◽  
Lived Experiences ◽  
Online Community ◽  
Information Resources ◽  
Online Learning Community ◽  
Conversational Learning ◽  
Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

The Emergence of Social Presence in Learning Communities

2010 ◽  
pp. 22-38
Author(s):  
Antônio Carlos Soares Martins ◽  
Junia de Carvalho Fidelis Braga
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Complexity Theory ◽  
Social Presence ◽  
Graduate Program ◽  
Empirical Studies ◽  
Human And Social Sciences ◽  
Community Of Inquiry Framework

The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The Complexity of Learning Environments” in the Graduate Program in Applied Linguistics at Universidade Federal de Minas Gerais, Brazil. One of the major pillars of both studies centers around Complexity Theory. Initially arising from the natural sciences, Complexity Theory has been gaining ground in the comprehension of human and social sciences. This chapter presents some ideas regarding the role of social presence in both blended and online learning environments, in line with the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000). Moreover, the authors hope to contribute to a better understanding of patterns that emerge from social interactions as well as of the ideas embedded in learning communities as complex systems.

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