An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Cooperative and Collaborative Strategies in Blended and Online Learning Environments

2013 ◽  
pp. 223-266
Author(s):  
Christine E. Nickel ◽  
Richard C. Overbaugh
Keyword(s):  
Instructional Design ◽  
Student Satisfaction ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Essential Elements ◽  
Academic Community ◽  
Cognitive Presence ◽  
Instructional Design Process ◽  
Module Design ◽  
Collaborative Strategies

This chapter presents the results of a study that investigated the differential effects of cooperative versus collaborative instructional strategies and blended versus fully online delivery methods on various aspects of academic community. Measures include the Community of Inquiry (CoI) Survey instrument, individual and group achievement, student satisfaction with process and product, and their value of community. The treatment was a group-work module in a university foundations-level instructional technology course (n=134). Results suggest that cooperative and collaborative strategies in online and blended environments are equally effective in regard to individual achievement, but that blended cooperative learners perform significantly poorer on group projects. Students were equally satisfied with their groups’ process and solution and the group activity did not significantly change students’ value of connectedness. Students did not differ according to their perceptions of social presence and cognitive presence, but significant differences were found in perceptions of teaching presence. The course module design highlights the essential elements typical of design strategy based on typical instructional design processes, while using the Community of Inquiry as a theoretical framework that enables “operationalization” of the instructional design process. The design emphasized teaching and cognitive presence but not social presence.

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>

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

scholarly journals Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

2019 ◽  
Vol 36 (3) ◽  
pp. 132-153
Author(s):  
Dmitri Stanchevici ◽  
Megan Siczek
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
Learning Community ◽  
Academic Writing ◽  
Online Courses ◽  
Comparative Case Study ◽  
Computer Assisted ◽  
American University ◽  
Writing Courses ◽  
Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

scholarly journals Using Learning Analytics to Improve MOOC Instructional Design

2019 ◽  
Vol 14 (24) ◽  
pp. 6 ◽  
Author(s):  
Nurbiha A Shukor ◽  
Zaleha Abdullah
Keyword(s):  
Instructional Design ◽  
Exploratory Study ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Public University ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Retention ◽  
The Impact

Massive Open Online Courses (MOOC) allows teaching and learning for everyone. This means that people from any learning background can join any of the courses offered through MOOC platforms. Although learning materials are offered for free, learning retention and learning engagement were found to be consistently low alt-hough some MOOC are offered by well-known instructors. Many recent studies tried to understand the suitable instructional design in MOOC to improve learning en-gagement and retention. This study is an exploratory study to evaluate the potential of using learning analytics to improve instructional design in MOOC. Data were col-lected from a MOOC offered for two consequent years in a public university in Ma-laysia. The impact of learning analytics on MOOC instructional design was also dis-cussed.

Dimensions of Student Satisfaction on Online Programs

2011 ◽  
pp. 640-645
Author(s):  
Petek Askar ◽  
Oktay Dönmez ◽  
Gonca Kizilkaya ◽  
Volkan Çevik ◽  
Kerem Gültekin
Keyword(s):  
Student Satisfaction ◽  
Online Courses ◽  
Immediate Feedback ◽  
Online Programs ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Significant Difference ◽  
Complex Phenomena ◽  
E Mail

This research studies on the evaluation of online courses are usually conducted for investigating the differences between face-to-face and Web-based environments with respect to achievement. Most of the findings indicated “no significant difference” (Russell, 1999). However, only looking at achievement as a quality measure is reducing the complex phenomena into a single variable. Therefore, an analysis of the system with its components is needed. A study on students’ frustrations with a Web-based distance education course (Hara & Kling, 1999) showed that there were two foci of frustration among students in the course. The first focus was technological problems; students without access to technical support were especially frustrated. The second focus involved the course content and the instructor’s practices in managing communications with students. Students were frustrated because of a lack of immediate feedback from the instructor and ambiguous instructions on the Web and via e-mail.

Designing Online Courses to Promote Student Retention

2007 ◽  
Vol 36 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Beth Dietz-Uhler ◽  
Amy Fisher ◽  
Andrea Han
Keyword(s):  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Retention Rate ◽  
Retention Rates ◽  
Online Course ◽  
Quality Matters ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Although the issue of student retention is a campus-wide one, it is of special interest in online distance learning courses, where retention rates are reported to be lower than in face-to-face classes. Among the explanations and theories of retention rates in online courses, one that struck us as most useful is a structural one, namely, course design. The question we raise is, can online course designs promote student retention? In this article, we report on how we used Quality Matters to design and revise online courses in psychology and statistics. Quality Matters, a research-based initiative, advocates the use of eight general review standards to review online courses. In our psychology and statistics courses, our retention rate across multiple offerings of both courses is approximately 95%.

scholarly journals Examining Emergency Remote Teaching using the Community of Inquiry Framework, Lecturers’ experiences in a Kenyan University

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

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