Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 474-489 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

Community of Inquiry in Adult Online Learning

2010 ◽  
pp. 52-66 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Teaching And Learning ◽  
Online Learning Communities ◽  
Positive Attitudes ◽  
Research Findings ◽  
Adult Online Learning ◽  
Community Of Inquiry Framework

The adult education literature emphasizes community building in order to increase effectiveness and success of online teaching and learning. In this chapter the Community of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in online environments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from an online course. Overall, the research findings showed that students had positive attitudes toward the community developed in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

Constructivism Online

2011 ◽  
pp. 99-121
Author(s):  
Candace Kaye ◽  
Erica Volkers
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Communities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Constructivist Approach ◽  
Educational Programming ◽  
Online Learning Communities ◽  
Inquiry Based Learning ◽  
Constructivist Approaches

In higher education, the use of constructivist approaches in online learning reflects agreement with educators who stress that good teaching is both a collaborative and a highly individual process. Online constructivist application also suggests congruence with adult learning theory and educational programming designed for experiential and inquiry-based learning. The objective of this chapter is to investigate perceptions of teaching and learning in online instruction guided by the Vygotskian perspective of constructivist theory. The chapter first focuses on current research studies of online constructivist-based course development and application and then proceeds to the authors’ practical inquiry project, which examined (1) instructor perspectives on creating and facilitating online learning communities and (2) students’ perceptions of their online constructivist experiences. The authors conclude with a discussion of their findings, contributions to the field and suggestions and challenges for the principled use of a constructivist approach to online teaching.

Differentiating Instruction to Meet the Needs of Online Learners

2011 ◽  
pp. 114-132
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Online Learners ◽  
Online Learning Communities ◽  
Face To Face ◽  
Differentiating Instruction ◽  
Online Setting ◽  
The One

This chapter introduces how to differentiate instruction in an online environment. Fostering successful online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners. It is our responsibility to ensure that the teaching and learning that takes place online is not only accessible, but of quality. The author hopes that developing an understanding of differentiation and specific instructional strategies to differentiate online will inform the learner of ways to maximize learning by addressing the diverse needs of students.

scholarly journals A Proposed Framework for the Growth of Online Learning Communities

2021 ◽  
Author(s):  
Nevine Mahmoud Fayek El Souefi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Teaching And Learning ◽  
Emotional Engagement ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Use Of Technology ◽  
Challenges And Opportunities

AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework  specifies type of actions and activities that teachers/instructors should be adopting throughout the course.  The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.

Tools and Methods for Supportiing Online Learning Communities and Their Evaluation

2011 ◽  
pp. 215-237 ◽  
Author(s):  
Maria Rigou ◽  
Spiros Sirmakessis ◽  
Dimitris Stavrinoudis ◽  
Michalis Xenos
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
General Purpose ◽  
Specific Domain ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Quality Aspects

Scientific observation during the last years has indicated that learning on the web in many cases is accompanied and promoted by the creation and maintenance of an online learning community. The goal of this chapter is to define and describe the notion of online communities, describe their types and core functionalities, and focus on the specific domain of online learning communities. More specifically, it presents an overall categorization of the technological tools used for supporting online learning communities and suggests a set of general-purpose evaluation methods suitable for assessing quality aspects of these tools, along with a method for the statistical analysis of the derived data. The chapter concludes with a discussion on foreseen future trends concerning ways to enhance the everyday life of OLC inhabitants and upgrade the effect of online teaching and learning.

Using ‘Formally’ Informal Blogs to Create Learning Communities for Students on a Teaching and Learning Programme

2014 ◽  
pp. 163-175 ◽  
Author(s):  
Elaine Tan ◽  
Eleanor Loughlin
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Peer Mentoring ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Learning Communities ◽  
Formal Tool ◽  
Online Spaces

This chapter details the use of informal blogs as part of teaching induction programme and their role in creating small online learning communities. The chapter explores the informal appropriation of a seemingly formal tool within a virtual learning environment to create a student-owned space for discussion, reflection and online peer mentoring. The blogs were analysed and combined with feedback from the students themselves on this process with the results indicating that the students used the online spaces for a number of interactions, both learning and socially orientated.

scholarly journals Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Jannicke Madeleine Baalsrud Hauge ◽  
Ioana A. Stanescu ◽  
Sylvester Arnab ◽  
Pablo Moreno Ger ◽  
Theodore Lim ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Online Learning Communities ◽  
Learning Framework ◽  
Current State ◽  
Effective Assessment

The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs) are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture) discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

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