scholarly journals Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mustafa Serkan Gunbatar ◽  
Tolga Guyer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Community Of Inquiry ◽  
Online Learning Environments

Case Study Research and Online Learning

2011 ◽  
pp. 70-80 ◽  
Author(s):  
Bruce L. Mann
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Online Learning Environments ◽  
Study Research

As a research methodology, case study is very popular among researchers doing investigations of Internet-supported teaching and learning. This chapter will discuss considerations for conducting case study research in online and blended (on-site and online) learning environments.

Ensuring Presence in Online Learning Environments

2016 ◽  
pp. 350-376
Author(s):  
Eunice Luyegu
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Critical Reflection ◽  
Community Of Inquiry ◽  
Course Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Online Learning Environments

Online learning in higher education has rapidly grown in recent years and has become the norm. However, pedagogical aspects on online learning environments are still developing. This chapter focuses on one foundational aspect of online and blended learning known as presence. First, the concept of presence in online learning is described i.e. teaching presence, social presence, and cognitive presence. Secondly, strategies for ensuring presence are discussed from different angles: course design, course instructors and course facilitators, and course participants. Thirdly, the implications for future research are outlined. This chapter enhances the research on the Community of Inquiry (CoI) framework a useful guide to the design of learning experiences that support learners' critical reflection and engagement within collaborative online learning environments.

Faculty and librarian collaborations: A case study and proposal for online learning environments

2005 ◽  
Vol 20 (4) ◽  
pp. 334-345 ◽  
Author(s):  
Cheryl Bielema ◽  
Dan Crocker ◽  
Joan Miller ◽  
Jennifer Reynolds-Moehrle ◽  
Helen Shaw
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments

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.

Creating Student Interaction Profiles for Adaptive Collaboration Gamification Design

2016 ◽  
Vol 7 (3) ◽  
pp. 47-62 ◽  
Author(s):  
Antti Knutas ◽  
Jouni Ikonen ◽  
Dario Maggiorini ◽  
Laura Ripamonti ◽  
Jari Porras
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Interaction Analysis ◽  
Student Interaction ◽  
Evidence Based ◽  
Educational Settings ◽  
Online Learning Environments ◽  
Game Elements

Benefits of collaborative learning are established and gamification methods have been used to motivate students towards achieving course goals in educational settings. However, different users prefer different game elements and rewarding approaches and static gamification approaches can be inefficient. The authors present an evidence-based method and a case study where interaction analysis and k-means clustering are used to create gamification preference profiles. These profiles can be used to create adaptive gamification approaches for online learning or collaborative learning environments, improving on static gamification designs. Furthermore, the authors discuss possibilities for using our approach in collaborative online learning environments.

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

2019 ◽  
Vol 5 (2) ◽  
pp. 116-134 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Raymond P. Perry ◽  
Judith G. Chipperfield ◽  
Patti C. Parker ◽  
Jutta Heckhausen
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments
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