scholarly journals Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Jessica Pool ◽  
Gerda Reitsma ◽  
Dirk Van den Berg
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Time Management ◽  
Community Of Inquiry ◽  
Qualitative Content Analysis ◽  
Mode Of Delivery ◽  
Self Regulation ◽  
Teaching Presence ◽  
Group Interviews ◽  
Learning Presence

Abstract This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

Establishing a Learning Presence

2019 ◽  
pp. 51-74
Author(s):  
Chantelle Bosch ◽  
Jessica Pool
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Self Regulation ◽  
Design Tool ◽  
Self Directed Learning ◽  
Directed Learning ◽  
New Form ◽  
Community Of Inquiry Framework ◽  
Learning Presence

Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

Fostering Social Presence in a Blended Learning Faculty Development Institute

2013 ◽  
pp. 374-388
Author(s):  
David S. Goldstein ◽  
Carol Leppa ◽  
Andreas Brockhaus ◽  
Rebecca Bliquez ◽  
Ian Porter
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Faculty Members ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Course Development ◽  
Hybrid Course ◽  
Blended Courses ◽  
Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

scholarly journals Examining Student Experience of Blended Learning from the Perspective of the Community of Inquiry Framework

2015 ◽  
Vol 10 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Jeanne Yuet Ching Lam*
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Educational Experiences ◽  
Student Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Study Approach ◽  
Constructivist Perspective ◽  
Community Of Inquiry Framework

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from a socio-constructivist perspective in which learning is based on educational experiences in the environment with collaboration and interaction. The purpose of this paper is to explore student experience in a blended learning course from the viewpoint of the CoI. A case study approach using qualitative methods is used in the research. By examining the experiences of the students, social presence, cognitive presence and teaching presence were found. Although these three elements are required for educational experiences in blended learning, an unexpected issue about students' learning in the community without teaching presence was identified. This paper suggests that the role of learning autonomy and its relation to the community should be considered in the CoI framework. The value of this paper is that it confirms the elements in the CoI and proposes the addition of a new element in the framework.

scholarly journals The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

2021 ◽  
Vol 22 (4) ◽  
pp. 72-88
Author(s):  
Marlon Xavier ◽  
Julio Meneses
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Learning Design ◽  
Personalized Feedback ◽  
Continuous Assessment ◽  
Negative Effects ◽  
Student Dropout ◽  
E Learning

Flexibility is typical of open universities and their e-learning designs. While this constitutes their main attraction, promising learners will be able to study “anytime, anyplace,” this also demands more self-regulation and engagement, a cause for student dropout. This case study explores professors’ experiences of flexibility in e-learning design and continuous assessment and their perception of the risks and opportunities that more flexibility implies for student persistence and dropout. In-depth interviews with 18 full professors, who are the e-learning designers of undergraduate courses at the Open University of Catalonia (UOC), were analyzed, employing qualitative content analysis. According to the professors, the main causes for dropout are student-centered, yet they are connected to learning design: workload and time availability, as well as students’ expectations, profiles, and time management skills. In the professors’ view, flexibility has both positive and negative effects. Some are conducive to engagement and persistence: improvement of personalized feedback, formative assessment, and module workload. Others generate resistance: more flexibility may increase workload, procrastination, dropout, and risk of losing professorial control, and may threaten educational standards and quality. Untangling the tensions between dropout and flexibility may enhance learning design and educational practices that help prevent student dropout. Stakeholders should focus on measures perceived as positive, such as assessment extension, personalized feedback and monitoring, and course workload calibration. As higher education is globally turning to online delivery due to the COVID-19 viral pandemic, such findings may be useful in both hybrid and fully online educational contexts.

scholarly journals Design of a blended learning environment: Considerations and implementation issues

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Nuray Gedik ◽  
Ercan Kiraz ◽  
M. Yasar Ozden
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Time Management ◽  
Course Design ◽  
Research Approach ◽  
Design Development ◽  
Implementation Processes ◽  
Design Considerations ◽  
Critical Issues ◽  
Blended Course

<p>This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-to-face and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.</p><p> </p>

scholarly journals Digital Immigrants in a Blended Learning Environment: A Case Study in Malaysia

2020 ◽  
Vol 2 (3) ◽  
pp. p28
Author(s):  
Chng Lay Kee ◽  
Jasmine Selvarani Emmanuel
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Time Management ◽  
Online Courses ◽  
Current Knowledge ◽  
Digital Immigrants ◽  
Management Skills ◽  
First Semester ◽  
E Learning

In this rapidly changing environment, an increasing number of people are turning towards open distance universities to earn their degrees, develop new skills and acquire current knowledge in order to upgrade themselves in their professions. A number of them who enrol in these blended learning or fully online courses are middle-aged, born or brought up before the widespread use of digital technology. These digital immigrants, being used to traditional classrooms, are not very tech savvy and can be fearful about using technology as part of their learning. This study gives an insight into their learning styles, learning emotions, challenges and experience of using technology in the e-learning process during their first semester at an open distance university. The findings show that regardless of the difficulties and challenges that participants had gone through during the semester, all participants observed some changes in themselves such as the increase of confidence levels, better stress and time management skills, improvement in writing skills and becoming more independent learners with an increased ability to use technological tools for their learning. In addition, even though the learning environment is technology-based, digital immigrants maintain that they still prefer the blended learning mode rather than going completely online.

scholarly journals HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Norman Vaughan ◽  
Randy Garrison
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Learning Community ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Open Communication ◽  
Face To Face ◽  
Online Discussion Forum ◽  
The Face ◽  
Over Time

This study focuses on understanding the social and teaching presence required to create a blended faculty development community of inquiry. Garrison, Anderson and Archer’s community of inquiry framework was used to analyze transcripts from the face-to-face and online sessions of a faculty learning community focused on blended learning course redesign. All three categories of social and teaching presence were detected in both forms of transcripts. The pattern of social comments changed considerably over time within the online discussion forum. The frequency of comments reflecting affective and open communication decreased while those with group cohesion increased dramatically. A similar trend was not observed within the face-to-face transcripts. In terms of teaching presence, the percentage of comments coded for design & organization and facilitating discourse decreased over time in both the face-to-face and online transcripts while comments containing an element of direct instruction increased considerably.

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