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Community of Inquiry: Framework for Online and Blended Learning

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Teaching presence construct. distinction between facilitation ... Validation of TP construct (Shea, 2006; Arbaugh & Hwang, 2006; Garrison et al., 2004) ... – PowerPoint PPT presentation

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Title: Community of Inquiry: Framework for Online and Blended Learning


1
Community of InquiryFramework for Online and
Blended Learning
  • Dr. Randy Garrison
  • Dr. Norm Vaughan

2
Outline
  • Community
  • Community of inquiry framework
  • Online blended communities
  • Principles guidelines
  • Scenarios
  • Survey results
  • Research issues

3
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.
4
Community
  • community means meaningful association,
    association based on common interest and
    endeavor. The essence of community is
    communication,
  • (John Dewey)

5
Educational Community
  • we have at our disposal one of the greatest
    vehicles for community building known to
    humankind the one called education.
  • Palmer, 2002

6
Inquiry
  • Is problem or question driven
  • Typically has a small-group feature
  • Includes critical discourse
  • Is frequently multi-disciplinary
  • Incorporates research methods such as information
    gathering and synthesis of ideas

7
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

8
Collaboration
  • The conceptual foundation for the CoI framework
    is a collaborative-constructivist approach to an
    educational environment (Garrison Archer, 2000)
  • virtual environments are most successful when
    collaboration among students is achieved (Alavi
    Leidner, 2001)
  • Disciplined collaboration to test and confirm
    personally constructed meaning is essential and
    integral to a community of inquiry.
  • Collaborative inquiry is essential for creative
    and innovative learning (Sawyer, 2006).

9
Questions
  • Do you agree that community is important in
    higher education? Why?
  • What is the greatest barrier to establishing a
    CoI in higher education?

10
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11
CoI Categories/Indicators
12
Cognitive Presence
  • Extent to which participants critically reflect,
    (re)construct meaning, and engage in discourse
    for the purpose of sharing meaning and confirming
    understanding.

13
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14
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15
Social Presence
  • Social presence is defined here as the ability of
    participants to project themselves socially and
    emotionally within the community of learners.
  • Effect of medium not most salient factor
    (contrary to Short, et al., 1976)

16
SP Categories
  • Affective Expression
  • Open Communication
  • Group Cohesion

17
Question
  • Have we placed too much emphasis on social
    presence in supporting online and blended
    communities of inquiry??

18
Academic Community
  • Learning space or social space?
  • Their use of the medium was functional,
    organized, time-driven, and carefully evaluated.
    (Conrad, 2002)
  • Build community judiciously (for inquiry)
  • Manage pathological politeness

19
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20
Teaching Presence
  • The design, facilitation, and direction of
    cognitive and social processes for the purpose of
    realizing personally meaningful and educationally
    worthwhile learning outcomes.

21
TP Categories
  • Design Organization
  • Facilitation
  • Direct Instruction

22
CoI Framework
  • Anything missing in terms of teaching presence?

23
DESIGN Social Presence
  • Principle Establish a climate that will create a
    community of inquiry.
  • Social presence supports purposeful collaboration
    and a questioning predisposition.

24
DESIGN Cognitive Presence
  • Principle Establish opportunities for critical
    reflection and discourse that will support
    systematic inquiry.
  • The design of academic activities have a
    significant impact on how students approach
    learning

25
FACILITATION SP
  • Principle Sustain community by shifting from
    affective expression to purposeful cohesive
    responses.
  • The challenge here is to maintain and enhance
    group cohesion (i.e., collaboration and support).

26
FACILITATION CP
  • Principle Encourage and support the progression
    of inquiry through to resolution.
  • Facilitation is essential to keep the discourse
    on track and ensure that inquiry evolves.

27
DIRECT INSTRUCTION - SP
  • Principle Manage collaborative relationships to
    support students to assume increasing
    responsibility for their learning.
  • Direct instruction can increase confidence and
    respect by managing potential conflict and
    ensuring that students are collaborating
    constructively.

28
DIRECT INSTRUCTION - CP
  • Principle Ensure that discourse moves to
    resolution and metacognitive awareness results.
  • The primary role for direct instruction is to
    ensure that discourse and collaboration achieve
    larger educational goals.

29
Summary
  • Design
  • establish social and cognitive presence
  • Facilitation
  • sustain social and cognitive presence
  • Direct Instruction
  • progressively develop social and cognitive
    presence

30
ASSESSMENT
  • Ensure assessment is congruent with intended
    learning outcomes.
  • Assessment will inevitably shape how students
    approach the educational experience. Assessment
    must support and enhance intended learning
    processes and outcomes.

31
Role of Technology
  • Can technology support discourse and reflection?
  • Can we build communities of inquiry without the
    considerable use of communications technology??

32
Impact of Instructional Technologies On
Learning Objectives Positive Impact
Total Sample N1980
( ) Order of Priority
33
Collaboration
  • What are the challenges of creating and
    sustaining a collaborative Community of inquiry
    online?

34
Most Important Learning versus Teaching
Objectives
35
Least Important Learning versus Teaching
Objectives
36
Question
  • How many are comfortable reducing lecture time?
  • Is there a place for the lecture in blended
    learning?

37
Question
  • How many are comfortable reducing lecture time?
  • Is there a place for the lecture in blended
    learning?

38
Blended Learning
  • Thoughtful integration of face-to-face and online
    learning.
  • An opportunity to enhance the classroom
    experience and extend learning through the
    innovative use of Internet information and
    communications technology.
  • Not an add-on redesign approaches (e.g.,
    replace lectures, add online activities)

39
State of Blended Learning
  • 10 of courses are blended
  • Blended courses are increasing
  • Online courses appear to be decreasing
  • Higher in the US (data)??
  • BL is more effective than classroom instruction
    however, participants preferred f2f (Sitzmann et
    al., 2006)

40
BL Priorities Saying Very Important
  • Increased authenticity learning through real
    life events, real world scenarios (also known as
    experiential learning) 43.
  • Evolving student-teacher relationships --
    coaching, mentoring, facilitating 38.
  • Continuous student assessment ongoing
    systematic student assessments 36.
  • Individualization supporting different
    learning styles 35.

Total Sample N1980
41
Why Blended Learning?
  • New approaches to teaching (change culture)
  • Enhance student learning
  • Maximize institutional resources
  • Access convenience

42
Strategic Challenges
  • Awareness and understanding of inquiry and
    blended learning
  • Student orientation (resistance)
  • Commitment to fundamental redesign
  • Comprehensive plan covering all four
    undergraduate years (IBL)
  • Teaching-research imbalance (recognition
    reward)

43
IBL Program
  • Faculty apply for course redesign grants (10,000
    with one 30,000 grant for a major course
    redesign)
  • Proposal reviews and selections are made by the
    Inquiry Learning Action Group
  • Teaching Learning Centre provides course
    redesign consultation and support (define course
    goals and expectations, redesign learning
    activities and assessment assignments, adapt and
    develop online tools, evaluate implementation,
    and disseminate results)

44
Innovation Redesign
  • Preference will be for applications that
    demonstrate true innovation in teaching and
    learning through inquiry and blended learning
    approaches
  • Enhance the quality of teaching and learning
    (e.g., increased discourse collaboration)

45
Question
  • Is there a typical blended learning course
    design?
  • What does a blended learning course look like?

46
Scenario One - Economics
  • Introductory Micro and Macroeconomics
  • Goal to increase
  • student engagement with course material outside
    of class time
  • opportunities to apply theory to practical
    problems
  • access and quality of tutorial resources
  • Solution
  • Replacement of scheduled classroom tutorials with
    interactive online tutorials and assignments
    (Blackboard with links to Aplia.com)

47
Scenario Two Communication Culture
  • International Development Studies
  • Goal to increase
  • Student peer interaction and critical dialogue
    during class time
  • Solution
  • Lectures replaced by Macromedia Breeze
    presentations (narrated PowerPoint with embedded
    videos and self-assessments) accessed outside of
    class time within the Blackboard learning
    management system
  • Class time used exclusively for group work (60
    students - 20 meet on Monday, 20 meet on
    Wednesday and 20 on Friday)

48
Scenario Three Nursing
  • Child and Youth Health Promotion in Schools
  • Goal to increase
  • Course scheduling flexibility
  • Exposure to diverse perspectives
  • Solution
  • Weekend course workshops
  • Virtual presentations by online guests through
    the Elluminate Live! system and related
    discussions hosted within the Blackboard
    learning management system

49
U of C BL SURVEY
  • Faculty and student feedback and reactions to
    blended learning.

50
BL Instructor Survey
  • What do you like most about BL?
  • Increased access and flexibility
  • Variety of approaches
  • Increased communication
  • Assessment feedback efficiencies
  • Increased opportunity for student reflection
  • Richer classroom interactions
  • Development of a learning community

51
BL Instructor Survey
  • What do you like least?
  • Increased instructor workload
  • Nothing
  • Students challenged to contribute online (i.e.,
    take responsibility for their learning)
  • Technology challenges

52
Question
  • Are there strategies that will encourage faculty
    to adopt blended learning approaches?

53
BL Student Survey
  • Interaction - amount
  • With other students
  • 77.6 increased 15.8 nd
  • group work was primary reason
  • With instructor
  • 55.2 increased 27.4 nd
  • accessibility was primary reason

54
BL Student Survey
  • Interaction quality
  • With other students
  • 68.9 increased 25.3 nd
  • group work was primary reason
  • With instructor
  • 58.5 increased 27.8 nd
  • accessibility was primary reason

55
BL Student Survey Summary
  • Most effective
  • group work discussions online resources
  • Least effective
  • expectations not clear online components heavy
    workload
  • Advice be prepared to take responsibility and
    be open to new approaches

56
Research Issues
  • Despite the growing interest and enthusiasm and
    application of TML technology-mediated
    learning, there is a paucity of theoretically
    grounded and rigorous research to guide the
    development of these environments.
  • Alavi Leidner, 2001

57
Issues
  • Social presence shifts
  • personal to purposeful communication
  • Development of cognitive presence
  • from exploration to resolution
  • Teaching presence construct
  • distinction between facilitation direct
    instruction
  • Qualitative transcript analysis
  • coding protocol shift to quantitative
    instruments

58
C of I Framework
  • Do the three elements capture the core dynamics
    of a community of inquiry?
  • Construct validity of presences (i.e.,
    categories)?

59
Social Presence
  • What is the nature of SP in a purposeful online
    CoI?
  • SP intersects with CP and TP
  • Personal but purposeful relationships?
  • Relationship of affect and cohesion variables?

60
Cognitive Presence
  • CP is a process model
  • Difficulty moving to integration exploration
    phases?
  • Why? model, educational process, communication
    medium, teaching presence, other?
  • Tasks and direction influence CP (Meyer,
    20032004)
  • Tasked to solve a problem, no problem moving to
    resolution (Murphy, 2004)

61
Teaching Presence
  • TP is a significant determinate of student
    satisfaction, perceived learning, and sense of
    community
  • Validation of TP construct (Shea, 2006 Arbaugh
    Hwang, 2006 Garrison et al., 2004)
  • Distinction between facilitation and direct
    instruction?

62
Coding and Validity
  • Issues validity of framework, coding at
    indicator level, unit of analysis, other?
  • To date largely exploratory qualitative approach
  • Is it time for quantitative research designs and
    larger inter-institutional studies (i.e.,
    standardized instrument)?

63
QUESTIONS
64
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