Use of Facebook for the Community Services Practices course: Community of inquiry as a theoretical framework

2018 ◽  
Vol 116 ◽  
pp. 203-224 ◽  
Author(s):  
Esra Keles
Keyword(s):  
Community Of Inquiry ◽  
Theoretical Framework ◽  
Community Services

scholarly journals Supporting ABET Students at Unisa during the Fourth Industrial Revolution

2021 ◽  
Author(s):  
Gezani Baloyi
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Student Teacher ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Industrial Revolution ◽  
Theoretical Framework ◽  
Internet Connectivity ◽  
Fourth Industrial Revolution

Teaching adult students in the context of the Fourth Industrial Revolution poses numerous difficulties in the global higher education context. Unisa students are generally adults who are working, but younger students also register with the institution, and they require support. The paper focuses on the adult students in the ABET department, which falls within the School of Educational Studies. The ABET student cohort comprises both older and younger students who are keen to learn. However, the lack of internet connectivity makes teaching and supporting them during the Covid-19 pandemic difficult, with a number of students situated in the rural areas. For the study, the researcher used the community of inquiry theoretical framework, which promotes interaction between student, teacher and content. At Unisa, teaching and learning take place on the myUnisa learning management system. The findings suggest that some students do not have the necessary skills to use myUnisa. The lack of skills in the use of technologies is a cause for concern.

Redesigning Teaching Presence in Order to Enhance Cognitive Presence

2013 ◽  
pp. 109-132 ◽  
Author(s):  
Bart Rienties ◽  
Bas Giesbers ◽  
Dirk Tempelaar ◽  
Simon Lygo-Baker
Keyword(s):  
Instructional Design ◽  
Experimental Research ◽  
Community Of Inquiry ◽  
Theoretical Framework ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Complex Issue ◽  
Content Analyses ◽  
Quasi Experimental ◽  
The Impact

Recent findings from research into the Community of Inquiry theoretical framework indicate that teaching presence may encourage critical inquiry, integration of argumentation, and resolution of a task. Using quasi-experimental research, this chapter examines the impact of a redesign of a CMC environment, which by increased instructional design and organisation provided a more explicit scaffolding of the learning phases for learners. It was hypothesised that learners in a redesigned Optima environment would reach higher levels of cognitive presence due to clearer scaffolding. By comparing 4000 contributions to discourse using two content analyses schemes in a longitudinal perspective, the research results reveal that Optima participants contributed less to cognitive presence from the beginning of the course onwards, in particular to integration of argumentation. The main conclusion from this study is that getting the balance of teaching presence right to facilitate learners in the integration and resolution phase is a delicate and complex issue.

The i2Flex Methodology

2016 ◽  
pp. 130-154
Author(s):  
Maria D. Avgerinou ◽  
Stefanos P. Gialamas
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
Community Of Inquiry ◽  
Course Design ◽  
Theoretical Framework ◽  
Specific Reference ◽  
Design Standards ◽  
Quality Matters ◽  
Early 21St Century ◽  
K 12

This chapter begins with a brief overview of blended learning in the K-12 in order to provide the theoretical framework for the i2Flex methodology and ground it on the larger educational landscape of the early 21st Century. The background, definition, and praxis of the methodology are then presented, followed by the conditions that are critical to its success. Specific reference is made to perspectives, instruments and processes that have served as pillars and guides for i2Flex, such as Boyer's scholarship of teaching (1990), TPACK (Mishra & Koehler, 2006), the Community of Inquiry (CoI) Framework (Garrison, et al., 2000), and the Quality Matters® course design standards and rubric.

The i2Flex Methodology

2016 ◽  
pp. 135-159
Author(s):  
Maria D. Avgerinou ◽  
Stefanos P. Gialamas
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
Community Of Inquiry ◽  
Course Design ◽  
Theoretical Framework ◽  
Specific Reference ◽  
Design Standards ◽  
Quality Matters ◽  
Early 21St Century ◽  
K 12

This chapter begins with a brief overview of blended learning in the K-12 in order to provide the theoretical framework for the i2Flex methodology and ground it on the larger educational landscape of the early 21st Century. The background, definition, and praxis of the methodology are then presented, followed by the conditions that are critical to its success. Specific reference is made to perspectives, instruments and processes that have served as pillars and guides for i2Flex, such as Boyer's scholarship of teaching (1990), TPACK (Mishra & Koehler, 2006), the Community of Inquiry (CoI) Framework (Garrison, et al., 2000), and the Quality Matters® course design standards and rubric.

scholarly journals Connecting theory to practice

2019 ◽  
Vol 13 (2) ◽  
pp. 173 ◽  
Author(s):  
Kieren Laura-Marie Bailey ◽  
Michele Jacobsen
Keyword(s):  
Undergraduate Students ◽  
Community Of Inquiry ◽  
Research Study ◽  
Theoretical Framework ◽  
Library Instruction ◽  
Design Based Research ◽  
Theory To Practice ◽  
Combined Use ◽  
Embedded Librarian ◽  
The One

This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction. 

Operational policing and child abuse: examining the impact of feminism, exploring the application of intersectionality

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ineke Romeyn ◽  
Philip Birch
Keyword(s):  
Child Abuse ◽  
Theoretical Framework ◽  
Community Services ◽  
Content Type ◽  
Police Practice ◽  
Study Approach ◽  
Crime Type ◽  
Novel Approach ◽  
Sexual Abuse Victims ◽  
The Impact

Purpose This paper aims to examine operational policing practice and child abuse. The paper acknowledges the influence second-wave feminism has had on police practice in terms of recognising and addressing this crime type. However, child abuse is mostly considered within the context of a single incident, with those children who suffer repeat and poly-victimisation being overlooked. As a consequence, the application of intersectionality as a theoretical framework to underpin practice is considered. Design/methodology/approach The paper adopts a case study approach. By doing so, an examination of operational policing practice with regard to child abuse takes place. Findings Feminism, as a theoretical framework, for informing practice has its limitations, in particular with regard to operational policing practice. This is illustrated through the crime type of child abuse. With the onset of work by scholars such as Finkelhor, the importance of recognising and dealing with those who suffer from repeat and multiple forms of victimisation has become apparent. As a consequence, the policing of repeat and poly-victimisation of child sexual abuse victims needs to be enhanced. Intersectionality is considered as being a theoretical framework that can inform police practice in this area of work. Practical implications The implications for practice are, namely, intersectionality has an important role to play in informing an understanding of child abuse. Intersectionality is an appropriate framework for the police to use to enhance their response to child abuse as the cornerstone of both Intersectionality and police practice is to redress unjust treatment. A targeted and consistent approach by police, education, health and community services to prevent child abuse informed by intersectionality. Building on the success of a number of police-led initiatives designed to address child abuse. Originality/value Much that is written about child abuse is typically done so through the lens of social work. This piece provides a timely reminder of the importance of policing in the prevention, disruption and reduction of this crime type. Further to this, the paper takes a novel approach by applying intersectionality not only as a means of understanding and addressing child abuse but as a means of informing police practice in dealing with the crime.

The i2Flex Evolution

2021 ◽  
pp. 216-236
Author(s):  
Maria D. Avgerinou
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Course Design ◽  
Theoretical Framework ◽  
Specific Reference ◽  
Design Standards ◽  
Scholarship Of Teaching ◽  
Quality Matters

This chapter presents the evolving definition, theoretical framework, and praxis of the i2Flex/blended methodology. The conditions for its success are shared, followed by a description of its implementation to date. Specific reference is made to perspectives, instruments, and processes that have served as pillars and guides for i2Flex, such as Boyer's scholarship of teaching, TPACK, the Community of Inquiry (CoI) framework, and the Quality Matters® course design standards and rubric. The chapter ends with reference to i2Flex implications for the teaching and learning in the elementary school during the COVID-19 pandemic, its impact to the school community, and its integration with the school culture.

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