Making Online Courses Interactive
Learning Objectives:
Community of Inquiry Overview:
Community of Inquiry (CoI) is an instructional design model for e-learning that was founded upon on the philosophies of John Dewey and C.S. Peirce. The model is a framework for teaching and learning that is based on social constructivist education theory and research that has been brought to the forefront in online learning by Randy Garrison, Terry Anderson, and Walter Archer. The framework is composed of three elements that are critical to a successful online learning environment- social, cognitive, and teaching presence.
Social Presence Overview
Social presence is the ability of learners to identify with a group, communicate with purpose in a trusting environment, and develop both personal and affective relationships by expressing individual personalities, views, and beliefs (Garrison, 2011). Social presence can be challenging to establish in an online learning environment when the course relies on written communication. Garrison (2011) mentions that the lack of interaction between participants hinders the development of the interpersonal relationships which support discourse.
Instructors need to ensure that the proper attention is "given to establishing and sustaining appropriate social presence if the full potential of e-learning is to be realized (Garrison, 2011, p. 24). A few indicator examples for social presence include expressing emotions, expression in a risk-free learning climate, and identifying with a group. Examples for instructors using social presence in a course are: a welcome letter, personalized introduction, good use of email, frequent course announcements, using a discussion board, and an end of course statement.
Social presence is the ability of learners to identify with a group, communicate with purpose in a trusting environment, and develop both personal and affective relationships by expressing individual personalities, views, and beliefs (Garrison, 2011). Social presence can be challenging to establish in an online learning environment when the course relies on written communication. Garrison (2011) mentions that the lack of interaction between participants hinders the development of the interpersonal relationships which support discourse.
Instructors need to ensure that the proper attention is "given to establishing and sustaining appropriate social presence if the full potential of e-learning is to be realized (Garrison, 2011, p. 24). A few indicator examples for social presence include expressing emotions, expression in a risk-free learning climate, and identifying with a group. Examples for instructors using social presence in a course are: a welcome letter, personalized introduction, good use of email, frequent course announcements, using a discussion board, and an end of course statement.
Cognitive Presence Overview
Garrison (2011) mentions in his book that cognitive presence is "the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of community of inquiry" (Garrison, Anderson & Archer, 2001 p. 11.). Reflection is referred to as the ability to think critically. Discourse on the other hand refers back to trust, combinative relationships, and communication as previously mentioned in social presence (Garrison, 2011). A few examples of indicators for cognitive presence include information exchange, being able to connect ideas and apply new ideas, and having a sense of puzzlement. Examples of to ensure cognitive presence are: including a triggering event to get the attention of the students, provide brainstorming activities, request feedback, integration (such as individual/group reflection), and resolution as a group applying and testing solutions in real world situations.
Garrison (2011) mentions in his book that cognitive presence is "the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of community of inquiry" (Garrison, Anderson & Archer, 2001 p. 11.). Reflection is referred to as the ability to think critically. Discourse on the other hand refers back to trust, combinative relationships, and communication as previously mentioned in social presence (Garrison, 2011). A few examples of indicators for cognitive presence include information exchange, being able to connect ideas and apply new ideas, and having a sense of puzzlement. Examples of to ensure cognitive presence are: including a triggering event to get the attention of the students, provide brainstorming activities, request feedback, integration (such as individual/group reflection), and resolution as a group applying and testing solutions in real world situations.
Teaching Presence Overview
In his book, Garrison (2011) referred to teaching presence as designing, facilitating, and the direction of cognitive and social processes for the purpose of realizing meaningful and worthwhile learning outcomes. In order for the students to have a purposeful educational experience, there must be "an architect and leader to design, facilitate, and inform the transaction (Garrison, 2011, p. 24). A few indicators for teaching presence include the setting of curriculum and methods, shaping constructive exchange, and the resolving of issues. Examples of how instructors can ensure teaching presence are: designing well thought-out course material, using previously mentioned ice breakers, summarizing the online discussion, and providing some direct instruction.
In his book, Garrison (2011) referred to teaching presence as designing, facilitating, and the direction of cognitive and social processes for the purpose of realizing meaningful and worthwhile learning outcomes. In order for the students to have a purposeful educational experience, there must be "an architect and leader to design, facilitate, and inform the transaction (Garrison, 2011, p. 24). A few indicators for teaching presence include the setting of curriculum and methods, shaping constructive exchange, and the resolving of issues. Examples of how instructors can ensure teaching presence are: designing well thought-out course material, using previously mentioned ice breakers, summarizing the online discussion, and providing some direct instruction.
Digitized BB-Collaborate Sessions:
Session #1
Session one's webinar video discusses Community of Inquiry and how instructors can implement the framework in logistics courses.
Session one's webinar video discusses Community of Inquiry and how instructors can implement the framework in logistics courses.
Session #2
Session two's webinar video discusses the quality of online courses and the attitudes of faculty towards online learning. The data was based on a survey conducted by Inside Higher Ed in 2015.
Session two's webinar video discusses the quality of online courses and the attitudes of faculty towards online learning. The data was based on a survey conducted by Inside Higher Ed in 2015.
Session #3
Session three's webinar video discusses humanizing online learning by designing classes to enhance social, cognitive, and teaching presence.
Session three's webinar video discusses humanizing online learning by designing classes to enhance social, cognitive, and teaching presence.
Assessment:
References
Darrencrone (2010, November 10). I Want to Offer an Online Course. Retrieved from https://www.youtube.com/watch?
v=d-5mbwiCpW8
Garrison, D.R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). New York: NY, Routledge.
Garrison, D.R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in
distance education. American Journal of Distance Education, 15 (1), 7-23.
Jaschik, S., Lederman, D., & C. Straumsheim (2015, November 12). The 2015 Insider Higher Ed Survey of Faculty
Attitudes on Technology [WEBINAR]. Retrieved from https://www.insidehighered.com/audio/2015/11/12/2015-
survey-faculty-attitudes-technology
Rodriguez, M. (2013, November 6). Enhancing Teacher Presence in Online Learning. Retrieved from
https://www.youtube.com/watch?v=HHjeA-LtAB0
Steinman, D. (2007). Educational Experiences and the Online Student. TechTrends, 51 (5). Retrieved from
https://nau.edu/COE/Curriculum-Instruction/_Admin/_Forms/Educational-Experiences-and-the-Online-Student/
v=d-5mbwiCpW8
Garrison, D.R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). New York: NY, Routledge.
Garrison, D.R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in
distance education. American Journal of Distance Education, 15 (1), 7-23.
Jaschik, S., Lederman, D., & C. Straumsheim (2015, November 12). The 2015 Insider Higher Ed Survey of Faculty
Attitudes on Technology [WEBINAR]. Retrieved from https://www.insidehighered.com/audio/2015/11/12/2015-
survey-faculty-attitudes-technology
Rodriguez, M. (2013, November 6). Enhancing Teacher Presence in Online Learning. Retrieved from
https://www.youtube.com/watch?v=HHjeA-LtAB0
Steinman, D. (2007). Educational Experiences and the Online Student. TechTrends, 51 (5). Retrieved from
https://nau.edu/COE/Curriculum-Instruction/_Admin/_Forms/Educational-Experiences-and-the-Online-Student/
*I acknowledge that I retain the ownership of this intellectual property, but give permission for this presentation to be shared in other educational settings with the agreement that the authors are given credit for the production.