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“Digital technologies are for education as iron and
steel girders, reinforced concrete, plate glass,
elevators, central heating and air conditioning were
for architecture. Digital technologies set in abeyance
significant, long lasting limits on educational activity.”
-- R. O. McClintock, 1999
Access to Information
Multimedia Integration
Digital Tools to Augment Intelligence
Collaboration
The Community of Inquiry Framework:
Building Learning Communities Online
Karen Swan
University of Illinois Springfield
Students taking at least 1 online course as a % of total enrollments
25,000,000
students
20,000,000
15,000,000
10,000,000
5,000,000
0
onground only
10%
12%
Fall 2002
Fall 2003
13%
Fall 2004
18%
Fall 2005
20%
22%
Fall 2006
Fall 2007
24%
Fall 2008
27%
29%
Fall 2009
Fall 2010
32%
Fall 2011
34%
Fall 2012
15,008,740 14,940,084 14,942,260 14,307,431 14,270,491 14,310,022 14,496,458 14,848,689 14,873,846 14,538,294 14,126,537
1+ online course(s) 1,602,970
1,971,397
2,329,783
3,180,050
3,488,381
3,938,111
4,606,353
5,579,022
6,142,280
6,714,792
7,126,549
(Allen & Seaman, 2013)
online learning
So how can we design and implement online
learning to take advantage of digital affordances
but to still preserve the best aspects of a
traditional liberal education?
Community of Inquiry Framework
• a process model of learning in online and
blended educational environments
• grounded in a social constructivist view of
higher education
• assumes effective learning in higher education
requires the development of a community of
learners that supports meaningful inquiry
Reflection
Deliberation
(Applicability)
EXPLORATION
Perception
(Awareness)
INTEGRATION
Conception
(Ideas)
EXPERIENCE
RESOLUTION
TRIGGERING EVENT
Action
(Practice)
Discourse
practical inquiry model (Garrison, Anderson & Archer, 2000)
SOCIAL PRESENCE
COGNITIVE PRESENCE
LEARNING
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TEACHING PRESENCE
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SOCIAL PRESENCE
the ability of participants in a virtual community
project themselves socially and emotionally; their
ability to perceive one another as ‘real’ people;
affective expression, cohesion, interactivity
research findings
social presence positively related to:
•
•
•
•
student satisfaction
perceived & actual learning
retention & progression
course design
but:
• interesting differences in social presence perceptions
among students
• Interesting differences in effects between students &
instructors
some practical implications
• Develop initial course activities to encourage the
development of swift trust.
• Make participation in discussion a significant part of
course grades.
• Require students to incorporate materials from the
discussions in their assignments.
• Use short videos of yourself to introduce the course
and particular topics.
• Journal or otherwise interact with your students on an
individual and personal basis.
• Use audio to embed feedback on assignments within
them.
• Design community building activities.
COGNITIVE PRESENCE
the extent to which learners are able to construct and confirm
meaning through sustained reflection and discourse
triggering event, exploration, integration, resolution
Reflection
Deliberation
(Applicability)
EXPLORATION
Perception
(Awareness)
INTEGRATION
Conception
(Ideas)
EXPERIENCE
RESOLUTION
TRIGGERING EVENT
Action
(Practice)
Discourse
practical inquiry model (Garrison, Anderson & Archer, 2000)
research findings
cognitive presence difficult to move to resolution:
• most online discussion never moves beyond the
exploration stage
but:
• online discussion proceeds to integration & resolution
when participants are tasked with problem solution &
explicit direction & facilitation are provided
• & it may be that resolution in some subject areas is
individual and happens outside discussion
some practical implications
• Model, support & encourage diverse points of view in
online discussion.
• Use content & process scaffolds to support discourse
behaviors.
• Use online discussion & writing activities to support
conceptual learning and divergent thinking.
• Use self-testing, practice assignments, simulations &
other interactive activities to support skill development
& convergent thinking.
• Develop grading rubrics for discussion & course
activities that reward desired cognitive behaviors.
• Provide frequent opportunities for testing & feedback.
the design, facilitation and direction of cognitive and social
processes for the purpose of realizing educationally
worthwhile learning outcomes
TEACHING PRESENCE
design & organization, facilitation, direct instruction
social presence
.52 (.52)**
teaching presence
.52 (.49)**
.49(.47)**
cognitive presence
(Shea & Bidjermo, 2009)
research findings
teaching presence positively related to:
• development of social & cognitive presence
• satisfaction & learning
• development of a sense of community in online
courses
and:
• critically important to successful online learning
some practical implications
• Provide frequent opportunities for both public and private
interactions with students.
• Provide students with timely & supportive feedback.
• Apply collaborative learning principles to support small
group discussion and collaborative projects.
• Design diverse activities to be completed every week.
• Design courses for learner choice, flexibility & control.
• Design and review courses for clarity & consistency.
Community of Inquiry Survey
• 34 five-point Likert-type items with which
respondents indicate agreement/disagreement
• 13 teaching presence, 9 social presence, 12 cognitive
presence items, including at least 3 for each element
of each presence
• validated by factor analysis of data obtained from
multiple institutions
• used as a measure of student perceptions of learning
processes around the world for both research &
practical purposes
practical implications -- course redesign
QM
• design based research involving the redesign of core
courses in a graduate program in Teacher
Leadership based on the Quality Matters rubric,
followed by the iterative “tweaking” of course design
and implementation to addressed low-scoring items
on the CoI survey
QM research questions
• Can course redesign based on meeting Quality Matters
standards (QM revisions) result in improved student
learning outcomes?
• Can changes in course design and implementation
targeted to enhance particular Community of Inquiry
scores (CoI revisions) lead to both increased CoI scores
and improved learning outcomes?
• What is the effect of the two-phased combination of
QM revisions & CoI revisions on student learning
outcomes?
QM methodology
subjects – graduate students enrolled in EDL core courses
(105/135 = 76% response rate)
instruments – QM review & CoI survey
outcome measures – standardized scores (percent
correct) on major course assignments and overall course
grades
data analysis – descriptive, ANOVA
initial QM revision & iterative CoI “tweaking”
baseline
collect CoI survey & outcomes data
QM review & revisions
post QM
collect CoI survey & outcomes data
CoI analysis & revisions
CoI 1
collect CoI survey & outcomes data
CoI analysis & revisions
CoI 2
collect CoI survey & outcomes data
CoI analysis & revisions
CoI 3
collect CoI survey & outcomes data
QM course redesign: results
Outcomes significantly improved in three out of four of
the core courses involved.
outcomes in percent correct
Educational Research outcomes scores
100.0
95.0
90.0
85.0
80.0
75.0
70.0
FA09
**
86.7
SP10
96.9
87.8
93.8
SU10
95.8
85.2
94.8
FA10
97.2
90.1
98.1
SP11
97.7
90.3
96.1
RPROP
FINALX
75.3
*
GRADE
93.8
**
100.0
95.0
90.0
85.0
80.0
75.0
**
P1
P2
**
70.0
GRADE
SP11
93.9
97.1
96.7
FA11
96.0
97.5
96.8
SP12
99.3
99.3
98.8
SU12
99.5
100.0
99.5
**
Teacher Leadership outcome scores
outcomes in percent correct
outcomes in percent correct
Curriculum & Assessment outcomes scores
100.00
95.00
90.00
85.00
80.00
75.00
70.00
SP11
95.82
*
91.60
FA11
97.63
97.56
99.77
99.04
SP12
97.19
97.82
100.00
98.36
FA12
94.55
98.92
96.92
97.92
P1
P2
REFLECT
GRADE
98.04
96.16
The Community of Inquiry model provides a
meaningful framework for developing,
implementing, & exploring online learning. It
helps us to build learning communities online.
But it is just a start – we also need to rethink
teaching and learning, not just for the online
environment, but also for the digital age
Rethinking Pedagogy –
Conducting Learning
Rethinking Boundaries –
Learning While Mobile
Rethinking Curricula –
What Knowledge Is Most Important
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Rethinking Engagement
Rethinking Individualization & Choice
Rethinking Collaboration
Rethinking Learning for All
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questions?