Conceptualizing Characteristics of Professional Learning in an Online Environment

2021 ◽  
pp. 225-239
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

Conceptualizing Characteristics of Professional Learning in an Online Environment

2019 ◽  
pp. 14-27
Author(s):  
Aimee L. Morewood ◽  
Julie W. Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Conceptual Framework ◽  
Professional Learning ◽  
Community Of Inquiry ◽  
Social Constructivist ◽  
Online Environment ◽  
Online Tools ◽  
Constructivist Perspective ◽  
Research Based Practices

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

Aligning Effective Professional Development and Online Learning

2017 ◽  
pp. 428-440 ◽  
Author(s):  
Aimee L. Morewood ◽  
Julie Ankrum ◽  
Allison Swan Dagen
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Conceptual Framework ◽  
Community Of Inquiry ◽  
Effective Professional Development ◽  
Learning Contexts ◽  
Online Tools ◽  
Asynchronous Online Learning ◽  
Constructivist Perspective ◽  
Research Based Practices

The focus of this chapter is an exploration of the intersection between widely acknowledged and implemented research-based practices for effective PD and a conceptual framework for effective online learning and engagement called the Community of Inquiry (CoI) (Garrision, Anderson, & Archer, 2000). A social constructivist perspective is used to align the characteristics of effective PD (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Beyond the alignment of these two conceptual frameworks, practical examples of online tools are discussed for both synchronous and asynchronous online learning contexts within this chapter.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework

2006 ◽  
Vol 7 (3) ◽  
Author(s):  
Emma J. Stodel ◽  
Terrie Lynn Thompson ◽  
Colla J. MacDonald
Keyword(s):  
Online Learning ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
The Other ◽  
Online Course ◽  
Face To Face ◽  
University Courses ◽  
Constructivist Perspective ◽  
Community Of Inquiry Framework

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues’ (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.

Applying Online Instructor Presence Amidst Changing Times

2021 ◽  
pp. 170-198
Author(s):  
Michelle L. Rosser-Majors ◽  
Sandra Rebeor ◽  
Christine McMahon ◽  
Stephanie L. Anderson
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Active Learning ◽  
Community Of Inquiry ◽  
Research Protocol ◽  
Pass Rates ◽  
Online Instructors ◽  
Instructor Presence ◽  
Changing Times ◽  
Online Instructor

Online learning can be challenging for both the students and instructors. Students can feel isolated or intimidated by the asynchronous environment, and instructors may find it difficult to connect with students as well as encourage active learning and critical thinking. Instructor presence (IP), as presented by the community of inquiry model (CoI), suggests that there are three areas of presence that must be applied cohesively to create an environment that is satisfying to students and the instructor: teaching, social, and cognitive. In this chapter, the authors report their findings of applied IP on student pass rates, drop rates, and satisfaction after exposing online instructors to IP training that provided immediate application examples. The findings suggested that when IP is applied effectively, student outcomes are significantly improved and are sustainable. This chapter will also share specific strategies, based on this model, that were utilized in the authors' research protocol.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2021 ◽  
pp. 298-324
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals Online learning in the workplace: A hybrid model of participation in networked, professional learning

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Mary Thorpe ◽  
Jean Gordon
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Professional Learning ◽  
Interaction Network ◽  
Research Literature ◽  
Online Environment ◽  
Online Learning Environments ◽  
Online Participation ◽  
Work Related ◽  
Support Work

<span>The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the nature of participation in the online environment, the relationship between online participation and the offline context, and the implications for conceptualisation of online learning environments to support work-related learning. Key areas of the research literature in technology-enhanced and work related learning are discussed in order to position the study, to inform the research methods used and interpretation of the findings. Online participation needs to be understood as a hybrid concept, in that it is a reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online. Online participation was diverse, from short browsing for information, to more reflective engagement that supported movement across the boundaries between roles and areas of work practice and a focus on practice skills and underlying values. Online sites intended to support work-related learning should start from the perspective of the socio-technical interaction network, with its emphasis on building in the social context at all stages in the life of a site.</span><br />

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

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