Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?

2015 ◽  
Vol 81 ◽  
pp. 191-201 ◽  
Author(s):  
Elson Szeto
Keyword(s):  
Community Of Inquiry ◽  
Instructional Approach ◽  
Learning And Teaching ◽  
Synchronous Learning

scholarly journals Comparison of Online Learning Effectiveness in the Ele During Covid-19 in Malaysia and Indonesia

2020 ◽  
Vol 12 (2) ◽  
pp. 103
Author(s):  
Tiyas Saputri ◽  
Aslam Khan Bin Samahs Khan ◽  
Mohammad Abdul Kafi
Keyword(s):  
Online Learning ◽  
Language Education ◽  
Learning System ◽  
Phone Call ◽  
Asynchronous Learning ◽  
Learning Effectiveness ◽  
Learning Tool ◽  
Learning And Teaching ◽  
Synchronous Learning ◽  
Malaysian Students

The Covid-19 pandemic has an impact on education. It has changed the learning system, from conventional interaction into digital interaction. The lecturers and students in Malaysia and Indonesia are required to master online learning to conduct the teaching and learning processes. However, not many lecturers apply it maximally. This study aims to find out the comparison of online learning effectiveness in English Language Education (ELE) in Malaysia and in Indonesia. This quantitative research used a questionnaire survey to collect data. The data were analyzed descriptively with tabulations and distributions of empirical data. The result reveals that 75% of Malaysian lecturers and 83% of Indonesian lecturers prefer to use synchronous learning; 25% of Malaysian lecturers and 17% of Indonesian lecturers prefer to use asynchronous learning; 65% of Malaysian students and 71% of Indonesian students prefer to use synchronous learning; 35% of Malaysian students and 29% of Indonesian students prefer to use asynchronous learning. For synchronous learning, 58% of the total respondents in Malaysia like virtual meeting as an online learning tool. In Indonesia, 59% of the total respondents like phone call as an online learning tool. For asynchronous learning, 54% of the total respondents in Malaysia and Indonesia like blog as an online learning tool. Online learning has good effects on the English learning skills, especially listening. Academics in both countries agree that online learning is beneficial in the ELE learning and teaching process. It can be generally concluded that the use of online learning and teaching is effective in ELE.

scholarly journals Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Chryssa Themeli ◽  
Anna Bougia
Keyword(s):  
Distance Education ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Team Work ◽  
Drop Out ◽  
Transactional Distance ◽  
Visual Signals ◽  
Strong Impact ◽  
Learning And Teaching ◽  
Human Contact

<p class="3">Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners face many barriers, and as a result, they drop out more frequently than on-campus students. Educators seem to be equally affected by the “transactional distance” and the new digital literacies needed for facilitating online learning. This study explores the educators’ perspective on how SVC could offer alternative educational forms and possibilities for distance learning. Findings had indicated that the use of visual communication and human to human contact (prosopogonosia: seeing faces) could have a strong impact on learning and teaching, therefore, a theory called Tele-proximity was formulated. Tele-proximity is defined as online embodiment that explains how instructors and students are connected in synchronous networked environment via tele-operations. SVC creates a sense of place or a stage where online identities perform and highlights recent research on audio-visual signals in communication and team work (Pentland, 2012, 2008).  The theory can be seen as an extension of the Community of Inquiry Model<strong> </strong>(Garrison, Anderson &amp; Archer, 2000) and a theoretical framework according to which learning objectives could be designed. Transactional distance could be minimized and may be implemented to facilitate more synchronous, visual, and humane options in distance education.</p>

Online Synchronous Activities to Promote Community of Inquiry in Two Nursing Courses

2021 ◽  
pp. 101-111
Author(s):  
Jennifer Roye ◽  
Denise M. Cauble
Keyword(s):  
Case Studies ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Video Conferencing ◽  
Learning Activities ◽  
Synchronous Learning ◽  
Case Based Learning ◽  
Specific Teaching ◽  
Nursing Courses ◽  
Case Based

This chapter presents specific teaching strategies to enhance the learner experience in two online nursing courses through the use of synchronous learning activities. Online instruction often leaves the learner feeling disconnected and void of a sense of community. The community of inquiry (CoI) theory will be discussed, offering methods to increase the sense of community in the online learner. Specific exemplars will include the use of online synchronous case-based learning using pre-designed case studies and the inclusion of peer learning activities performed within a video conferencing platform.

Improving Involvement Through Interaction in Synchronous Teaching/Learning in Higher Education

2019 ◽  
pp. 229-254
Author(s):  
Tami Seifert
Keyword(s):  
Learning Space ◽  
Student Centered ◽  
Ongoing Research ◽  
Learning And Teaching ◽  
Synchronous Learning ◽  
Learning Platforms ◽  
Education College ◽  
Role Of Teachers ◽  
Teaching Learning

The chapter investigates methods for the implementation of synchronous teaching with lecturers and students in a teacher education college and discusses the importance of training for lecturers and teachers working with this medium. Additionally, the chapter relates to the planning of synchronous learning and teaching in various online environments for different purposes and shaping of the synchronous teaching-learning space. The findings presented here, are part of an ongoing effort to clarify how to provide an optimal student-centered environment in synchronous online learning platforms. Recognizing the advantages/disadvantages of synchronous teaching and its contribution can help teachers to exploit this media means optimally when planning teaching. Facilitators choose different technologies and teaching practices to develop and moderate learning activities. These are just some of the decisions that impact the role of teachers and administrators. As the technologies they use evolve, so ongoing research can assist understanding of the teacher's role in distance education.

Online Synchronous Activities to Promote Community of Inquiry in Two Nursing Courses

2019 ◽  
pp. 56-70
Author(s):  
Jennifer Roye ◽  
Denise M. Cauble
Keyword(s):  
Case Studies ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Video Conferencing ◽  
Learning Activities ◽  
Synchronous Learning ◽  
Case Based Learning ◽  
Specific Teaching ◽  
Nursing Courses ◽  
Case Based

This chapter presents specific teaching strategies to enhance the learner experience in two online nursing courses through the use of synchronous learning activities. Online instruction often leaves the learner feeling disconnected and void of a sense of community. The community of inquiry (CoI) theory will be discussed, offering methods to increase the sense of community in the online learner. Specific exemplars will include the use of online synchronous case-based learning using pre-designed case studies and the inclusion of peer learning activities performed within a video conferencing platform.

scholarly journals Learning Analytics for Communities of Inquiry

2014 ◽  
Vol 1 (3) ◽  
pp. 195-198 ◽  
Author(s):  
Vitomir Kovanovic ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Text Classification ◽  
Learning Analytics ◽  
Community Of Inquiry ◽  
Classification Algorithm ◽  
Digital Learning ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Communities Of Inquiry

This paper describes a doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. This research builds on the the Community of Inquiry model (CoI) as a foundation commonly used in research and practice of digital learning and teaching. Specifically, the main contributions of this research are: i) the development of a novel text classification algorithm for (semi)automated message classification which enables for easier adoption of the CoI model, ii) understanding of the relationships between different socio-technological interactions and the dimensions of the CoI model.

scholarly journals Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

10.28945/3632 ◽  
2017 ◽  
Vol 13 ◽  
pp. 001-017 ◽  
Author(s):  
Rachel Nave ◽  
Rakefet Ackerman ◽  
Yehudit Judy Dori
Keyword(s):  
Diagnostic Tool ◽  
Community Of Inquiry ◽  
Development Program ◽  
Medical Community ◽  
Learning Assessment ◽  
Future Research ◽  
Online Forums ◽  
Faculty Development Program ◽  
Learning And Teaching ◽  
Positive Attitudes

Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners : The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society : While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

scholarly journals A dialogic approach to online facilitation

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Jennie Swann
Keyword(s):  
Professional Development ◽  
Social Construction ◽  
Community Of Inquiry ◽  
Point Of View ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Underlying Principle ◽  
Dialogic Approach ◽  
Context Of Learning ◽  
Online Facilitation

<span>Social construction of understanding has long been a significant underlying principle of learning and teaching, and while there are many models for the design of online activities to promote this, there are considerably fewer models for the facilitation of such dialogue. This paper examines some of these facilitation models from the point of view of a university tutor seeking to encourage social construction of understanding through online dialogue, and proposes an alternative which extends the principles of community of inquiry theory. It unpacks conceptions of community and dialogue in the context of learning and teaching and describes a research project whose purpose is to develop and iteratively test a professional development intervention, which will help university tutors to facilitate a dialogic approach to learning online.</span>

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