The online community of inquiry model - what's next ?

1
The online community of inquiry model - what's
next ?

• Panel presentation
• Cleveland-Innes, M. Garrison, D.R.
• Ice, P.
• Shea, P.
• Swan, K.

2
Agenda

• Brief introduction of CoI framework
• M. Cleveland-Innes
• Issues and next steps with the development of the
  CoI framework
• D.R. Garrison
• The place of emotional presence
• M. Cleveland-Innes
• Learner characteristics and perceptions of social
  presence
• K. Swan
• Socially rich technologies and the CoI
• P. Ice
• New research directions An investigation of the
  CoI framework and the "Net Generation
• P. Shea

3
Community of Inquiry

• Deliberating
• Challenging
• Problem Solving

• Questioning
• Reasoning
• Connecting

The model is thoroughly social and communal ..
. a method for integrating emotive experience,
mental acts , thinking skills, and informal
fallacies into a concerted approach to the
improvement of reasoning and judgment.
Lipman, 2003
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Canadians Garrison, Anderson Archer, 2000
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Community of Inquiry Framework
Garrison, Anderson and Archer (2000)
Social Presence The ability of participants in a
community of inquiry to project themselves
socially and emotionally as real people
(i.e., their full personality), through the
medium of communication being used.
Cognitive Presence The extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry.
Teaching Presence The design, facilitation and
direction of cognitive and social processes for
the purpose of realizing personally meaningful
and educationally worthwhile learning outcomes.
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Ongoing research ad development

• http//www.communitiesofinquiry.com/

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IssuesCommunity of Inquiry Framework

• Dr. Randy Garrison

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Community Of Inquiry

• The importance of a community of inquiry is that,
  while the objective of critical reflection is
  intellectual autonomy, in reality, critical
  reflection is thoroughly social and communal.
• Lipman, 1991

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Community of Inquiry Framework
Social Presence The ability of participants in a
community of inquiry to project themselves
socially and emotionally as real people
(i.e., their full personality), through the
medium of communication being used.
Cognitive Presence The extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry.
Teaching Presence The design, facilitation and
direction of cognitive and social processes for
the purpose of realizing personally meaningful
and educationally worthwhile learning outcomes.
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CoI Categories/Indicators
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Social Presence

• Social presence is defined as the ability of
  participants in a community of inquiry to project
  themselves socially and emotionally, as real
  people (i.e., their full personality), through
  the medium of communication being used.
• (Garrison, Anderson Archer, 2000)
• Effect of medium not most salient factor
  (contrary to Short, et al., 1976)

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SP Categories

• Open Communication
• Group Cohesion
• Affective Expression

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Social Presence

• The ability of participants to identify with the
  community (e.g., course of study), communicate
  purposefully in a trusting environment, and
  develop inter-personal relationships by way of
  projecting their individual personalities.

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Questions

• Have we placed too much emphasis on social
  presence (SP) in supporting online and blended
  communities of inquiry??
• Is SP a required precursor to cognitive presence?

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SP Group Identity

• Purpose can be the basis of shared social
  identity (SP?).
• If the purpose of SP is to communicate and
  collaborate, salient group identity will increase
  group cohesion.
• A salient personal identity could in fact
  undermine the shared group identity (p. 153)
• Rogers Lea, 2005

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Nature of a CoI?

• Learning space or social space?
• Their use of the medium was functional,
  organized, time-driven, and carefully evaluated.
  (Conrad, 2002)
• Manage pathological politeness (expectations
  activities)
• Build community judiciously (takes time)

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Cognitive Presence

• Extent to which participants critically reflect,
  (re)construct meaning, and engage in discourse
  for the purpose of sharing meaning and confirming
  understanding.

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Practical Inquiry Model (Adapted from Garrison
Archer, 2000)
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Questions

• How do we move inquiry beyond the exploration
  phase?
• Does metacognitive awareness enhance the rate of
  progression and quality of the inquiry process?

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CP Progression

• Greatest need for research.
• Cognitive presence is dependent upon purpose,
  collaboration and leadership.
• Progressing through the phases of inquiry can be
  greatly facilitated by an understanding of the
  expectations and the inquiry cycle.

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Teaching Presence

• The design, facilitation, and direction of
  cognitive and social processes for the purpose of
  realizing personally meaningful and educationally
  worthwhile learning outcomes.

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TP Categories

• Design Organization
• Facilitation
• Direct Instruction

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Teaching Presence

• What is the role of teaching presence?
• How essential is TP?

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How Essential?

• The body of evidence is growing rapidly attesting
  to the importance of teaching presence for
  successful online learning
• The consensus is that teaching presence is a
  significant determinate of student satisfaction,
  perceived learning, and sense of community.

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Contact Information
Dr. D. Randy Garrison Director Teaching Learning Centre University of CalgaryBioSciences Building2500 University Drive NWCalgary, Alberta, Canada T2N 1N4 Ph 403-220-6764FAX [phone]garrison_at_ucalgary.ca
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The place of emotional presence
Dr. Martha. Cleveland-Innes
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Community of Inquiry

• Deliberating
• Challenging
• Problem Solving

• Questioning
• Reasoning
• Connecting

The model is thoroughly social and communal ..
. a method for integrating emotive experience,
mental acts , thinking skills, and informal
fallacies into a concerted approach to the
improvement of reasoning and judgment.
Lipman, 2003
28
Social Presence .

• .. is defined as "the ability of participants in
  a community of inquiry to project themselves
  socially and emotionally, as real people (i.e.
  their full personality), through the medium of
  communication being used

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Cohesive Behaviours Vocatives
Addresses or refers to the group using inclusive pronouns
Phatics, salutations
Interactive Behaviours Continuing a thread
Quoting from others messages.
Referring explicitly to others messages.
Asking questions
Complimenting, expressing appreciation
Expressing agreement
Affective Behaviours Expression of emotions
Use of humor
Self-disclosure
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How emotional is the social ?

• 7/15 social expressions corresponded
  significantly to more positive ratings of the
  social environment.
• addressing others by name
• complimenting
• expressing appreciation
• using the reply feature to post messages
• expressing emotions
• using humor
• salutations.
• Rourke Anderson, 2000

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• social-emotional literacy appears to be the most
  complicated of all types of digital literacy
• Eshet, 2004
• We argue that cognitive presence is more easily
  sustained when a significant degree of social
  presence has been established
• Garrison, Anderson Archer, 2000
• Social or emotional presence?

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• . COI model does allude to some aspects of
  instructor humanness, especially in the social
  presence component, perhaps there is room in this
  model for a more specific emphasis on the
  emotional presence. How can one have a true
  community without some aspect of emotional
  attachment or involvement in the lives of those
  who share that communal space?
• Perry Edwards, 2005

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Emotions and Learning

• From brain research we know now that when we get
  emotional about a task we are involved in
  learning. Brain research has confirmed that
  emotions are linked to learning by assisting us
  in recall of memories that are stored in our
  central nervous system.
• Practically speaking, this means as designers
  and educators need to create places that are not
  only safe to learn, but also spark some emotional
  interest through celebrations and rituals.
• Fielding, 2006

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Data points

• Exploratory study of the impact of a concurrent
  participatory online workshop about emotion
• Re-examined pre-post questionnaires and CMC
  transcripts
• Extensive multi-disciplinary literature review
• Student/instructor interviews regarding emotion
  online
• Evaluation of EP items crossed referenced to
  initial elements

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Definitions

• Affect influence or action in relationship to
  feelings and emotions.
• Emotions unconscious states that arise
  spontaneously.
• Feelings the conscious expression of emotion.

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Noticeable emotions online

• Pride Enjoyment Like Dislike Thankfulness
  Appreciation Preference Irony / sarcasm

• Delight Emphasis Excitement Yearning Passion
  Desire / hope Unhappiness Humor

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DELIGHT/HAPPINESS I have absolutely no complaints and really only praise!
EXCITEMENT I love the medium! For a non-verbal processor who needs time to think before replying this is an absolutely perfect way to learn. Being hostage in a classroom of folks who think out loud is painful for me, so this particular format is lovely.
YEARNING/WISHING In the face-to-face environment my favorite words are "what do you mean by that? Please explain." I miss that in on-line discussion (my question seems unimportant).
UNHAPPINESS I think that I was sometimes confused by interactions with others and even offended at times when people expressed ideas and opinions that were dismissive of others or even blatantly discriminatory in nature. Had I been a less driven individual, such experiences may have caused me to quit the program.
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Emotional Presence
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Indicators of emotional presence

• Emotion was expressed when connecting with other
  students. (EP in SP)
• The instructor acknowledged emotion expressed
  online by students. (EP in TP)
• Expressing emotion in relation to expressing
  ideas was acceptable in this course. (EP in CP)
• I felt comfortable expressing emotion through the
  online medium. (EP in SP)
• The instructor demonstrated emotion in online
  presentations and/or discussions. (EP in TP)
• I found myself responding emotionally about ideas
  or learning activities in this course. (EP in
  CP).

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Definition of Emotional Presence

• The outward expression of emotion by individuals,
  and among individuals, in a community of inquiry,
  as they relate to and interact with course
  content, peers and the instructor.
• Cleveland-Innes, 2007

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References

• Damasio, A. R. (1995). Descartes' error emotion
  reason and the human brain. New York Quill.
• Garrison, D. R., Anderson, T. Archer, W.
  (2000). Critical Inquiry in a text-based
  environment computer conferencing in higher
  education. In Internet and Higher Education, 2
  (2). pp 87-105. Retrieved September 14, 2006 from
  http//www.atl.ualberta.ca/cmc/CTinTextEnvFinal.pd
  f
• LeDoux, J. (2002). The synaptic self how our
  brains become who we are. New York Penguin.
• Lehman, R. (2006). The role of emotion in
  creating Instructor and learner presence in the
  distance education experience. Journal of
  Cognitive Affective Learning, 2(2) (Spring 2006),
  12-26. Retrieved September 14 from
  https//www.jcal.emory.edu//viewarticle.php?id45
  layouthtml
• ORegan, K. (2003). Emotion and e-learning.
  Journal of Asynchronous Learning Networks, 7(3),
  78-92. Retrieved September 14, 2006 from
  http//www.sloan-corg/publications/jaln/v7n3/pdf/v
  7n3_oregan.pdfsearch2222Emotion20and20E-Lear
  ning2222

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A Rose is Only a Rose if I Think So Learner
Characteristics Perceptions of Social Presence

• Karen Swan, Kent State University
• LiFang Shih, University at Albany

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social presence

• the degree to which participants in computer
  mediated communication feel socially and
  emotionally connected
• the ability of learners to project themselves
  socially and affectively into an online community
  of inquiry

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research to date

• social presence can be (strongly) felt by
  participants in computer-mediated communication
• (Walther, 1994 Gunawardena, 1995 Tu McIsaac,
  2002)
• and projected into text-based asynchronous
  discussion using verbal immediacy indicators
  alone
• (Rourke, Anderson, Garrison Archer, 2001
  Swan, 2002 2003)

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research to date

• perceptions of social presence are linked to
  student satisfaction in online courses
• (Gunawardena, Lowe Anderson,1997 Tu, 2002
  Richardson Swan, 2003)
• and to (perceived) learning from them
• (Walther, 1994 Gunawardena, 1995 Picciano,
  2002)

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but (how) do perceptions of social presence
vary among learners?

• What factors influence perceptions of social
  presence?
• How do students perceiving differing levels of
  social presence project themselves into online
  discussion?
• How do students perceiving differing levels of
  social presence conceptualize online discussion?

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subjects setting

• 54 (/94) graduate education students enrolled in
  4 classes complete online survey (2/3 female 2/3
  with online experience ages 21-50)

MM
CE
Instructor A
Instructor B
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online survey

• demographic experiential information
• respondents asked to rate agreement with
  statements (1-5 Likert scale) concerning
• perceived presence of peers (8)
• perceived presence of instructor (5)
• satisfaction with instructor (1)
• perceived learning (4)
• perceived interaction (1)

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results
analysis of variance reveals significant
differences between courses (but not classes or
instructors) only differences between groupings
by student characteristics related to age (and
not gender, online experience, time spent in
course)
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results
perc. learning perc. interaction perc. SP of instrs. instructor satisfact.
low SP group 3.2 3.0 3.7 4.0
high SP group 4.8 5.0 4.9 5.0
quantitative comparison reveals meaningful
differences in perceptions between subjects
perceiving the most least presence
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qualitative analyses

• 5 subjects with the highest combined social
  presence of peers ratings 5 with the lowest
  combined ratings were identified for qualitative
  analyses
• content analysis of selected subjects use of
  social presence indicators in discussion postings
  using Swans (2002, 2003) coding protocols
  Rourke, et al.s (2001) social presence density
  index
• structured interviews of selected subjects via
  email and phone analyzed using thematic
  cross-case analysis

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results
affective interactive cohesive total
low SP group 17.5 6.7 4.4 28.6
high SP group 26.3 10.0 6.0 42.3
quantitative content analysis reveals meaningful
differences in social presence densities between
subjects perceiving the most least presence
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resultsthematic content analyses

• all students reported changing communication
  styles to adjust to asynchronous format, but
  while high social presence subjects adopted a
  more conversational style, low social presence
  subjects adopted a more formal style

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resultsthematic content analyses

• all students reported learning from discussions,
  but while high presence group believed they
  learned from others postings, low presence group
  thought they learned solely by articulating their
  own ideas

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student perceiving high social presence
When I first read and responded to a discussion
question I felt that I had written all that I
could on the subject. After reading other
peoples comments on the same question, I was
able to take in different viewpoints and see if
it was something that I agreed with or totally
disagreed with. Without class discussions I would
have never thought twice about the question that
I had just answered.
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student perceiving low social presence
Some of the responses I read led me to believe
that some of the students in the class were
either ignorant about the subject matter, or too
stubborn in their way of thinking to take the
class content seriously.
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resultsthematic content analyses

• all students appreciated being asked to relate
  course concepts to personal experience, but only
  high presence group reported learning from
  others experiences

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student perceiving high social presence
You can learn a lot from people who offer to
tell of their personal experiences and often you
can get a person that may have had that
experience themselves and offer to share their
version. Since you are not seeing the people you
are interacting with, there has to be a way to
make the online experience personable and
enjoyable.
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student perceiving low social presence
In class, you know, people come to class so that
you could see who is there and who is not,
whereas online it was not the case because you
couldn't see their faces. I couldn't put any
names with any of them, and sometimes, you know,
there were two people who had the same names and
it was difficult to tell who was who.
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conclusions

• course design can affect development of social
  presence
• age might also be a factor

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conclusions

• perceptions of presence are linked to its
  presentation
• students with differing perceptions of perceiving
  have different conceptions of online discussion

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implications for practice

• further research is clearly indicated on
  relationship between learner characteristics
  perceptions of social presence
• courses should be designed for development of
  social presence
• special attention should be paid to faculty
  development and student orientations

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kswan_at_kent.edu
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SOCIAL PRESENCE OF PEERS 1. Online or web-based
education is an excellent medium for social
interaction. 2. I felt comfortable conversing
through this medium. 3. The Meet Your
Classmates section enabled me to form a sense of
online community. 4. I felt comfortable
participating in course discussions. 5. I felt
comfortable interacting with other participants
in the course. 6. I felt that other participants
in the course acknowledged my point of view. 7.
I was able to form distinct individual
impressions of some course participants. 8.
Online discussions enabled me to form a sense of
community.
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• SOCIAL PRESENCE OF INSTRUCTORS
• 9. The instructor created a feeling of online
  community.
• 10. The instructor facilitated discussions in
  the course.
• 11. I was able to form distinct individual
  impressions of the instructor in this course.
• 12. I felt comfortable conversing with the
  instructor through this medium.
• My point of view was acknowledged by the
  instructor.
• INSTRUCTOR SATISFACTION
• The instructor in this course met my
  expectations.

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• PERCEIVED LEARNING
• I was able to learn from the online
  discussions.
• I was stimulated to do additional reading or
  research on topics discussed in the online
  discussions.
• Participating in the online discussions was a
  useful experience.
• Participating in the online discussions enabled
  me to form multiple perspectives.
• PERCEIVED INTERACTIVITY
• 19. I thought there was a great deal of
  interaction in the online discussions.

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paralanguage (PL) features of text outside formal syntax used to convey emotion (eg. emoticons, punctuation) Someday . . . . . How awful for you -( Mathcad is definitely NOT stand alone software Absolutely!!!!!! Asteroff, 1985 Poole, 2000 Rourke, 2001
emotion (EM) use of descriptive words that indicate feelings (ie., love, hate, sad, silly, etc.) When I make a spelling mistake, I look and feel stupid I get chills when I think of. . . emergent
value (VL) expressing personal values beliefs, attitudes I think that commercialization is a necessary evil I feel our children have the same rights emergent
humor (H) use of humor teasing, cajoling, irony, sarcasm God forbid leaving your house to go to the library Now it is like brushing my teeth (which I assure you I do quite well) Gorham, 1988 Poole, 2000
self-disclosure (SD) sharing personal information, expressing vulnerability I sound like an old lady I am a closet writer We had a similar problem. . . Gorham, 1988 Rourke, 1999
AFFECTIVE INDICATORS
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greetings salutations (GS) greetings, closures Hi Mary Thats it for now, Tom Poole, 2000 Rourke, 2001
vocatives (V) addressing classmates by name You know, Tamara. . . I totally agree with you Katherine Christenson Menzel, 1988 Poole, 2000
group reference (GR) refering to the group as we, us, our We need to be educated Our use of the Internet may not be free Gorham, 1988 Rourke, 2001
social sharing (SS) sharing information unrelated to the course Happy Birthday!!to both of you!!! Bussman, 1998 Rourke, 2001
course reflection (RF) reflection on the course itself A good example was the CD-ROM we read about emergent
COHESIVE INDICATORS
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acknowledge-ment (AK) refering directly to the contents of others messages quoting Those old machines sure were something! I agree that it is the quickest way Rourke, 2001
agreement/ disagreement (AG) expressing agreement or disagreement with others messages Im with you on that I agree I think what you are saying is absolutely right Poole, 2000 Rourke, 2001
approval (AP) expressing approval, offering praise, encouragement You make a good point Good luck as you continue to learn Right on! Rourke, 2001
invitation (I) asking questions or otherwise inviting response Any suggestions? How old are your students? Would you describe that for me Gorham, 1988 Rourke, 2001
personal advice (PA) offering specific advice to classmates Also the CEC website might have some references I would be happy to forward them emergent
INTERACTIVE INDICATORS
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STRUCTURED INTERVIEW QUESTIONS What did you
think about when you were preparing to post a
message to the course discussion? Did you think
about how you would sound to others? Did you
think about how what you say would influence how
others think of you? Did you use any strategies
to put personal touches in your messages? If
so, why did you want to make yourself sound more
personal in online discussions? How did the ways
other students wrote their messages influence
your impressions of them? Did others language
use influence that of yours? If so, how? What
did you think about when you were responding to
others messages?
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Did you chose certain people to respond to? Have
you built a sense of bonding with those students?
Do you think a sense of bonding is important to
learning in asynchronous learning environments?
Why or why not? What were the criteria you used
while choosing which messages to respond
to? What are your impressions of your
instructor? How were these impressions formed?
From my observation of the online class
discussions, I noticed that your instructor
encouraged you to refer to your personal
experiences while answering most of the
questions? What do you think about this? Do you
think this made the discussions more
personal? Did your instructor's style of writing
influence the way you constructed your messages
in the class? If so, how?
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Did you notice that your instructor did not often
participate in the class discussions? What do you
think about this? Do you think they none-the-less
facilitated the class discussions? If so, how?
Would you prefer your instructor to participate
in discussions publicly instead of giving
private personal feedback to your postings? Why
or why not? Do you think it is important that
you have regular and personal interaction with
your instructor? Why or why not? As the tone of
your voice is not available in the online
environment, did you find it as a big constraint
when communicating with your peers? If so, what
did you do to overcome the constraints?
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Socially Rich Technologies the CoI Framework
Phil Ice University of North Carolina
Charlotte pice_at_uncc.edu
74
Basis of the CoI

• Grounded in understanding the cognitive and
  social processes in largely text-based,
  computer-mediated environments (Anderson, Rourke,
  Garrison Archer, 2001)
• Premised on the ability of participants to
  project their personalities and intent through
  text alone (Swan, 2002)

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What is lacking?

• Relative low richness of text-based communication
  may make ambiguous / open ended tasks more
  difficult (Arbaugh, 2005)
• Lack of paralinguistic cues prevents the use of
  certain types of informal language that is
  dependent upon nuance (Liu, Bonk, Magiuka, Lee
  Su, 2005)

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Technologys Impact Audio Feedback as an Example

• The use of audio feedback was found to
• Be more effective than text in conveying nuance.
• Increase feelings of involvement and community
• Impact content retention and application
• Increase perceptions of instructor caring
• (Ice, Curtis, Phillips Wells, 2007)

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Audio and the CoI

• The following slides compare the findings of the
  Summer, 2007 multi-institutional CoI instrument
  validation (n 287) and a subgroup (n 63) that
  received audio feedback but were not included in
  the larger study
• In the items addressed there was a significant
  difference (p gt .05) in responses

78
Teaching Presence 1

• The instructor was helpful in identifying areas
  of agreement and disagreement on course topics
  that helped me to learn.
• Summer 2007 / mean 4.12
• Audio group / mean 4.41

79
Teaching Presence 2

• The instructor encouraged course participants to
  explore new concepts in this course.
• Summer 2007 / mean 4.44
• Audio group / mean 4.63

80
Teaching Presence 3

• Instructor actions reinforced the development of
  a sense of community among course participants.
• Summer 2007 / mean 4.36
• Audio group / mean 4.52

81
Teaching Presence 4

• The instructor provided feedback that helped me
  understand my strengths and weaknesses relative
  to the courses goals and objectives.
• Summer 2007 / mean 4.28
• Audio group / mean 4.64

82
Social Presence

• Online or web-based communication is an
  excellent medium for social interaction.
• Summer 2007 / mean 3.90
• Audio group / mean 4.33

83
Cognitive Presence 1

• I felt motivated to explore content related
  questions.
• Summer 2007 / mean 4.31
• Audio group / mean 4.52

84
Cognitive Presence 2

• Reflection on course content and discussions
  helped me understand fundamental concepts in this
  class.
• Summer 2007 / mean 4.37
• Audio group / mean 4.50

85
Questions Remain

• More research is currently being conducted to
  determine what accounts for the changes noted
• Hypothesis Socially rich media / technologies
  make online learning more effective by allowing
  participants to enhance their ability to project
  personality traits

86
Further Research

• How do www2 technologies impact the CoI?
• How does virtual reality impact the CoI?
• Can the CoI be used to assess the effectiveness
  of new technologies / techniques in online
  courses?

87
New research directions An investigation of the
CoI framework and the "Net Generation
Dr. Peter Shea University at Albany, State
University of New York
88
Research results related to age

• Research on the generations done at UCF and
  elsewhere
• EDUCAUSE - new book free and downloadable
  Educating the Net Generation
• Quick hide The Millenials are coming!

89
(No Transcript)
90
Evidence from SUNY

• Other data on the issue of age and online student
  satisfaction
• N 24,231
• 40 colleges in SUNY 2yr, 4yr, Grads
• Similar to UCF results

91
Satisfaction with OL Courses
92
Satisfaction by age
93
implications of research on satisfaction by age

• New research on net generation (e.g. Dede,
  2005)
• New learning styles? Heightened expectations
• Based on long-term exposure to technology-mediated
  environments

94
What they are gettingtext
95
What they want/needimmersive multimedia
96
What they want/needimmersive multimedia
97
Evidence in support of age and multimedia
effects on online student satisfaction
98
Evidence from SUNY studies

• N 24,231
• 40 colleges in SUNY
• Community colleges
• Four year colleges
• Graduate schools

99
Satisfaction by course used multimedia (more is
better)
100
Online degree? by age (Net Gen doesnt want what
we are offering?)
101
But is age really that important?

• Correlations with student satisfaction in online
  courses and (n24,231)
• Weak correlations
• Gender (r.08)
• Age (r-.09)
• Employment (r.08)
• Distance (r.-08)
• Computer Skills (r.03)

102
Everyone likes multimedia, not just net gen
(but presence of multimedia is not (yet?) a
strong correlate of online student satisfaction)
103
Recent Research on CoI and Age

• Youngest age group (18-25) scored lower on
  teaching presence than both older age groups
• Both older age groups also reported greater
  cognitive presence
• Youngest students also reported the least
  cognitive presence
• But
• When age is held constant and student ratings of
  the CoI factors are added to the regression
  equation, the four CoI factors completely mediate
  the effect of age on learning and overall
  satisfaction.

104
Recent Research on CoI and Age

• Age less important to both satisfaction and
  learning online
• Far more important
• Orchestration of the learning environment for
  high degrees of teaching, social, and cognitive
  presence
• This orchestration is under the control of the
  instructor and, when done well, the community of
  learners participating in the class.