scholarly journals Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction

2014 ◽  
Vol 46 (6) ◽  
pp. 1295-1311 ◽  
Author(s):  
Elba Gutierrez-Santiuste ◽  
Maria-Jesus Gallego-Arrufat
Keyword(s):  
Higher Education ◽  
Internal Structure ◽  
Communities Of Inquiry

scholarly journals Self-Learning Skills Perceived in Communities of Inquiry of Portuguese Higher Education Students

Psychology ◽  
2013 ◽  
Vol 04 (05) ◽  
pp. 463-471 ◽  
Author(s):  
José António Moreira ◽  
António Gomes Ferreira ◽  
Ana Cristina Almeida
Keyword(s):  
Higher Education ◽  
Education Students ◽  
Learning Skills ◽  
Portuguese Higher Education ◽  
Self Learning ◽  
Communities Of Inquiry

Towards an Ontology-Based Educational Information System

2013 ◽  
pp. 123-144
Author(s):  
Erika Nyitrai ◽  
Balázs Varga ◽  
Adam Tarcsi
Keyword(s):  
Higher Education ◽  
Information System ◽  
Internal Structure ◽  
Education System ◽  
Dublin Core ◽  
Higher Education System ◽  
Course Materials ◽  
Multimedia Contents ◽  
Organizational Issues ◽  
The People

Nowadays in higher education, we create lots of documents and datasets for every activity. We have to maintain course, program, and syllabus information, and also the connections between the course themes. We can download some documentation for this information, but there are many questions difficult to answer. Also we can find some HR related or organizational issues. The authors are working for an ontology which is able to picture the connections between the actors of a higher education system. Their ontology is built with integrating some existing one, for example AIISO (Academic Institution Internal Structure Ontology), FOAF (Friend of a Friend) and DC (Dublin Core). The ontology has four connected parts. These can describe an organization with its internal structure, the program and courses of a University, the people connected with the organizations, the courses or some documents. The authors can also characterize course materials, such as documents, books, or multimedia contents and can connect the knowledge base with ERP systems also.

Online Communities of Inquiry in Higher Education

2009 ◽  
pp. 265-289
Author(s):  
Ann Donohoe ◽  
Tim McMahon ◽  
Geraldine O’Neill
Keyword(s):  
Higher Education ◽  
Clinical Practice ◽  
Online Communities ◽  
Review Of The Literature ◽  
Focus Group Interviews ◽  
Recommendations For Practice ◽  
Group Interviews ◽  
Pedagogical Frameworks ◽  
Communities Of Inquiry

The primary purpose of this chapter is to explore how online communities of inquiry can be developed to facilitate students to engage in reflective practice. The discussion begins with a critical review of the literature, examining the role of educational technology within higher education and the need to develop pedagogical frameworks for its use in practice. An overview of an action research study is presented that used communities of inquiry to facilitate registered nurses to critically reflect on clinical practice. The preliminary findings from focus group interviews indicate that learners viewed their participation in online communities of inquiry as a beneficial aid to reflection. The chapter concludes with recommendations for practice and for further research in the area of online communities of inquiry.

Expanding the Terrain of Online Higher Education Through Active Blended Learning

2021 ◽  
pp. 43-64
Author(s):  
Terra Gargano ◽  
Julia Zeigler
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Asynchronous Learning ◽  
Practical Skill ◽  
Learning Approaches ◽  
Online Higher Education ◽  
Communities Of Inquiry

As institutions harness the growing mobility in the lives of students and recognize the expanding terrain of possibilities by incorporating innovative active blended learning approaches, it is imperative to reimagine education itself. Connectivity and active blended learning can open doors for focused interactions, fostering deeper understanding through synchronous and asynchronous learning. The level of attention given by programs to active blended learning can sometimes portend success – programs with strong strategies and methods find ways to flip classrooms, deploy practical skill-based experiences, and design rigorous engagement initiatives. How can more programs take advantage of active blended learning methodologies and approaches to engage communities of inquiry for collaborative learning across borders?

scholarly journals Promoting a Sense of Belonging in Online Learning Communities of Inquiry

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Susi Peacock ◽  
John Cowan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Sense Of Belonging ◽  
Meaning Making ◽  
Online Learners ◽  
Attrition Rates ◽  
Online Learning Communities ◽  
Communities Of Inquiry

A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learners’ satisfaction and reduced attrition rates. Some researchers even assert that learners are unable to fulfil the goals of higher education without acquiring a SoB.  This article recognises that SoB can help promote and consolidate learning and seeks to specify how tutors may nurture online learners’ SoB. An adapted version of the Community Inquiry Framework (CoIF) is used to frame specific suggestions for action. This revision of the well-known Framework focuses upon the overlapping intersections of the three Presences, entitled Influences: ‘Trusting’, ‘Meaning-making’ and ‘Deepening understanding’. For each Influence, guidance illustrated by examples is offered, leading to particular suggestions that concentrate upon the promotion of a sense of belonging as an important aspect of the online tutor’s facilitative activities.

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