scholarly journals A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Norman Vaughan ◽  
Randy Garrison
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Lessons Learned ◽  
Student Perspective ◽  
Course Redesign ◽  
Inquiry Process ◽  
Leadership Support ◽  
Community Of Inquiry Framework ◽  
Blended Course

This article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program.

The Community of Inquiry Framework, Blended Learning, and the i2Flex Classroom Model

2018 ◽  
pp. 423-437
Author(s):  
Karen Swan
Keyword(s):  
Blended Learning ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussions ◽  
Course Redesign ◽  
Improved Learning ◽  
Community Of Inquiry Framework ◽  
Development And Validation

The Community of Inquiry (CoI) framework was developed by researchers interested in exploring learning in online discussions who grounded their thinking in social constructivist notions of inquiry-based teaching and learning. The i2Flex approach is similarly grounded in social constructivism and inquiry, thus it makes sense to explore the CoI framework with the hope of informing i2Flex models. The purpose of this chapter is to do so. The chapter summarizes the way the CoI framework is conceptualized as developing from the interaction of three presences, and reviews research on the effects of each presence on teaching and learning. The development and validation of a CoI survey and some of the research it has enabled is also discussed. In particular, the chapter examines a course redesign project that significantly improved learning outcomes in four online courses which seems ideally suited the ongoing development of i2Flex classes. The chapter concludes with an examination of two other frameworks for structuring blended learning that might be applicable to i2Flex classes.

The Community of Inquiry Framework, Blended Learning, and the i2Flex Classroom Model

2016 ◽  
pp. 12-25
Author(s):  
Karen Swan
Keyword(s):  
Blended Learning ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussions ◽  
Course Redesign ◽  
Improved Learning ◽  
Community Of Inquiry Framework ◽  
Development And Validation

The Community of Inquiry (CoI) framework was developed by researchers interested in exploring learning in online discussions who grounded their thinking in social constructivist notions of inquiry-based teaching and learning. The i2Flex approach is similarly grounded in social constructivism and inquiry, thus it makes sense to explore the CoI framework with the hope of informing i2Flex models. The purpose of this chapter is to do so. The chapter summarizes the way the CoI framework is conceptualized as developing from the interaction of three presences, and reviews research on the effects of each presence on teaching and learning. The development and validation of a CoI survey and some of the research it has enabled is also discussed. In particular, the chapter examines a course redesign project that significantly improved learning outcomes in four online courses which seems ideally suited the ongoing development of i2Flex classes. The chapter concludes with an examination of two other frameworks for structuring blended learning that might be applicable to i2Flex classes.

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

scholarly journals Examining Student Experience of Blended Learning from the Perspective of the Community of Inquiry Framework

2015 ◽  
Vol 10 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Jeanne Yuet Ching Lam*
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Educational Experiences ◽  
Student Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Study Approach ◽  
Constructivist Perspective ◽  
Community Of Inquiry Framework

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from a socio-constructivist perspective in which learning is based on educational experiences in the environment with collaboration and interaction. The purpose of this paper is to explore student experience in a blended learning course from the viewpoint of the CoI. A case study approach using qualitative methods is used in the research. By examining the experiences of the students, social presence, cognitive presence and teaching presence were found. Although these three elements are required for educational experiences in blended learning, an unexpected issue about students' learning in the community without teaching presence was identified. This paper suggests that the role of learning autonomy and its relation to the community should be considered in the CoI framework. The value of this paper is that it confirms the elements in the CoI and proposes the addition of a new element in the framework.

Instructional Design for Class-Based and Computer-Mediated Learning

2009 ◽  
pp. 244-264
Author(s):  
Richard Walker ◽  
Walter Baets
Keyword(s):  
Blended Learning ◽  
Course Design ◽  
Lessons Learned ◽  
Net Generation ◽  
Mediated Learning ◽  
Instructional Approach ◽  
Working Definition ◽  
Computer Mediated ◽  
Student Centred Learning ◽  
Blended Course

Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter, we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning. We have applied these models to a series of course experiments that were undertaken at two international business schools: Nyenrode Business University (The Netherlands) and Euromed Marseille École de Management (France). Common to each course design was the use of e-tools to solicit and share knowledge for the out-of-class phase of student learning. We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing. Drawing together the lessons learned from these experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities that underpin this instructional approach.

Establishing a Learning Presence

2019 ◽  
pp. 51-74
Author(s):  
Chantelle Bosch ◽  
Jessica Pool
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Self Regulation ◽  
Design Tool ◽  
Self Directed Learning ◽  
Directed Learning ◽  
New Form ◽  
Community Of Inquiry Framework ◽  
Learning Presence

Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

scholarly journals RESEARCH ON ONLINE LEARNING

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Karen Swan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Community Of Inquiry ◽  
Large Data ◽  
Research Literature ◽  
Large Data Sets ◽  
Future Research ◽  
Data Sets ◽  
Community Of Inquiry Framework ◽  
Blended Course

The second session of the Sloan-C Summer Workshop focused on research and how it might help us meet this challenge. In particular, presenters in this session were charged with addressing what the research to date can tell us about student, faculty and institutional change, what directions for future research seem most promising, and what we really need to do to move research on online learning to more rigorous and more informative levels.The papers they wrote are collected in this section. They include: a critical review of what the research literature can tell us about blended learning relative to each of Sloan-C’s five pillars of quality in online learning; two papers on one of the more promising lines of research in online learning, research involving the Community of Inquiry framework; an intriguing look at what very large data sets and innovative methodologies can tell us about our students and their reactions to blended course offerings; and an equally provocative thought piece on research on online learning in general which asks us to reconsider how we frame that enterprise, arguing that research on online education might generate more meaningful outcomes. The papers are both informative and thought-provoking, and although they may generate more questions than they answer, they clearly suggest directions for future research that could move ourunderstanding of online education forward in interesting and important ways.

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