scholarly journals Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

2021 ◽  
Vol 11 (4) ◽  
pp. 152
Author(s):  
Sindile A. Ngubane-Mokiwa ◽  
Simon Bheki Khoza
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Teaching Presence ◽  
Inclusive Learning ◽  
Information And Communication ◽  
Access Policies

Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.

Online Learning and Lifelong Learning

2011 ◽  
pp. 51-72 ◽  
Author(s):  
Glenn Finger
Keyword(s):  
Online Learning ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Rural And Remote ◽  
Remote Communities ◽  
Information And Communication ◽  
Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

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.

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.

Role Adjustment for Learners in an Online Community of Inquiry

2011 ◽  
pp. 1814-1827
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison ◽  
Ellen Kinsel
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Teaching Presence ◽  
Design And Technology ◽  
Graduate Degree ◽  
Online Learners ◽  
Self Identity ◽  
Graduate Degree Programs

This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in two graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of student role requirements in an online community of inquiry. In each of these presences, five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

scholarly journals "A website for my subject": The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials

2000 ◽  
Vol 16 (3) ◽  
Author(s):  
Geraldine Torrisi-Steele ◽  
Glenda Davis
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Materials ◽  
Development Teams ◽  
Multimedia Development

<span>In recent years Australian universities have increased their focus on flexible delivery and online learning. Successful development of online teaching materials requires both knowledge of pedagogy as it applies to multimedia technologies as well as knowledge of the capabilities of current software and hardware. While academics are familiar with the skills and approaches required to operate in traditional environments they are often not equipped to meet the new demands of web authoring and online course design. Consequently, the potential of the online learning environment to improve the quality of the learning experience often remains unrealised.</span><p>To address this issue Griffith University, as part of its focus on flexible learning, has established campus based production centres. The centre offers academics the services of multimedia development teams. An educational designer is allocated to work collaboratively with the academic to assist with the design of the online materials and the integration of the online resources into courses.</p><p>This paper explores the expectations, experiences and perceptions taken from the perspective of ten lecturers within Griffith University, as they engage with the educational designer to develop online learning materials. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of teaching and learning, this paper seeks to raise some of the issues and concerns which educational designers, as staff developers, need to consider in order to guide interactions with academic staff toward a more fruitful end.</p>

scholarly journals The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students

2021 ◽  
Vol 2 (1) ◽  
pp. 65-78
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Amierah Syazwaniey Rosli
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Educational Experience ◽  
Research Tool ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Classes ◽  
The Social

Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

scholarly journals COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Yui-yip Lau ◽  
Yuk Ming Tang ◽  
Ka Yin Chau ◽  
Lina Vyas ◽  
Andres Sandoval-Hernandez ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Academic Disciplines ◽  
Significant Difference

The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.

The Community of Inquiry and Emotional Presence

2018 ◽  
Vol 29 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Robin A. Majeski ◽  
Merrily Stover ◽  
Teresa Valais
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Emotional Expression ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Empirical Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Relationship Of

The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

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