Download or read book A Quantitative Study of Student Perceptions of the Community of Inquiry Presences in Community College Online Courses written by Carol Leigh Boosembark Billing and published by . This book was released on 2020 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This three-article dissertation studied the student perceptions of the Community of Inquiry's cognitive presence, social presence and teaching presence in education and general education online community college courses. Students were queried over several semesters using the Community of Inquiry (CoI) instrument. Manuscript 1 evaluated CoI's cognitive presence, social presence and teaching presence as self-reported by community college students in one instructor's online education courses. The research focused on the associations between the three constructs. The results of a multiple linear regression analysis indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence. Further investigation of the associations of each CoI presence with sub-constructs from the remaining two CoI presences indicated a pair of predictor variables for each presence. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization showed a significant, strong positive correlation to the social presence. The teaching presence was significantly, positively associated with two cognitive presence sub-constructs resolution and exploration. The analysis also showed a significant association between the cognitive presence and the teaching presence sub-construct facilitation and the social presence sub-construct group cohesive. Using indicators for each CoI sub-construct from previous research, this study aligned pedagogical benchmarks to the predictor variables. In Manuscript 2, the CoI framework and instrument is used to investigate the commonalities and differences between perceived CoI presences experienced by community college students enrolled in an online education (major-specific) course as compared to students enrolled in an online freshmen orientation (general education) course. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between CoI constructs within each group of students. The data used was an interval scale measure because it was an average of several values. Both groups showed significant correlations between the teaching presence and the cognitive presence, as well as the social presence and the cognitive presence. Multiple regression models indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence in the major-specific group. For the general education group, the teaching and social presences explained 76% of the variability of the cognitive presence.Within each group, multiple linear regression was used to study associations between each CoI presence and sub-constructs from the remaining two CoI presences. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization were significant predictors, explaining 61% of the variance of the social presence within the major-specific sample. Sixty-five percent of the variance of the social presence within the general education sample was explained by the cognitive presence sub-construct integration and the teaching presence sub-construct facilitation. The cognitive presence sub-constructs resolution and exploration were significant predictors, explaining 63% of the variance of the teaching presence for the major-specific group. The cognitive presence sub-construct integration and the social presence sub-construct group cohesion were significant predictors explaining 66% of the variance in the teaching presence for the general education group. Both teaching presence sub-construct facilitation and the social presence sub-construct group cohesive were significant predictors, explaining 73% of the variability of the cognitive presence in the major-specific group, and 75% of the variability of the cognitive presence in the general education group. Once each CoI sub-construct was aligned to previously established indicators, this study defined specific pedagogical benchmarks to each predictor variable to provide instructional suggestions specific to a major-specific or general education online course.The satisfaction construct was introduced in Manuscript 3, to better understand the relationship between the students' perceived CoI presences and course satisfaction. Used in conjunction with the CoI instrument, online community college students enrolled in education (major-specific) or freshmen orientation (general education) online courses were surveyed to provide a stronger understanding of their online learning experience. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI presences and the satisfaction construct. Analysis showed a significant, strong positive correlation between the teaching presence and the satisfaction construct. The cognitive presence showed a slightly less significant, strong positive correlation to the satisfaction construct. The social presence also displayed a significant, strong positive correlation to the satisfaction construct. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI sub-presences and the satisfaction construct. For each pairwise comparison, a significant correlation was found. The two strongest associations occurred between the teaching presence's sub-construct facilitation and satisfaction; and the cognitive presence's sub-construct resolution and satisfaction.Multiple linear regression was used to further investigate the strengths of the associations between variables. The results indicated the teaching and social presences explained 70% of the variability of the satisfaction construct. When multiple linear regression was conducted using the satisfaction construct and CoI sub-constructs, two predictive variables were identified. In this model, the teaching presence sub-construct facilitation and the cognitive presence sub-construct resolution were significant predictors, explaining 70% of the variance of the satisfaction construct. A one-way ANOVA was calculated for each demographic item and the satisfaction construct. No significant differences were found between the demographic items and the satisfaction construct.

Download or read book Encyclopedia of Distance Learning written by Caroline Howard and published by IGI Global Snippet. This book was released on 2005 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt: Table of contents

Download or read book Assessing Student Perceptions of the Community of Inquiry Model Through Group Collaboration Via Online and Face to face Instruction written by Hui-Wen Huang and published by . This book was released on 2011 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-method study was to assess student perceptions of teaching presence, social presence, and cognitive presence, measured by the Community of Inquiry Sacle [sic] (Arbaugh et al., 2008), through group collaboration via online and face-to-face instruction. Thirty-seven teacher education students participated in this quasi-experimental study at a land-grant university in the Pacific Northwest in fall 2009. Participants in the experimental and control groups engaged in three group projects: teacher interview reports, group journal article summaries, and case study discussions. The participants completed the Community of Inquiry Scale which was used as a pre- and post-test. Both quantitative and qualitative data were collected to cross-validate data analyses. The results of computing a multivariate analysis of covariance (MANCOVA) showed that there were significant differences in student perception regarding teaching presence and social presence after an eight-week intervention. Online participants reported significantly lower scores in teaching presence and social presence. The results of the follow-up analysis of covariance (ANCOVA) indicated that online participants rated significantly lower scores in the categories of facilitating discourse and direct instruction under teaching presence than face-to-face participants. Additionally, online participants rated significantly lower scores in the category of affective expression under social presence than their face-to-face counterparts. There was no significant difference in cognitive presence between the two groups. Qualitative data including students' responses to both open-ended questions and face-to-face interviews triangulated the results from the quantitative analyses and provided interpretative support for the quantitative data.

Download or read book The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community written by Elizabeth Laves and published by . This book was released on 2010 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students' perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (n = 397) and selected instructional faculty (n = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Download or read book E Learning in the 21st Century written by D. Randy Garrison and published by Taylor & Francis. This book was released on 2016-10-07 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.

Download or read book E Learning in the 21st Century written by D. Randy Garrison and published by Routledge. This book was released on 2003-08-29 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education. The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.

Download or read book Thinking Collaboratively written by D. Randy Garrison and published by Routledge. This book was released on 2015-06-05 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thinking Collaboratively is a theoretical and practical guide to thinking and learning in deep and meaningful ways within purposeful communities of inquiry. Critical thinking has long been recognized as an important educational goal but, until now, has largely been conceived and operationalized as an individual attitude and ability. Increasingly, however, a more relevant and complete cognitive construct has been emerging: thinking collaboratively. Thinking collaboratively is the means to inquire, test, and apply new understandings, and to make sense of the information that bombards us continuously. In short, thinking collaboratively is required to flourish in our highly connected world and, in this book based on more than a decade of research, Garrison provides an essential introduction to this vital concept.

Download or read book Teaching in Blended Learning Environments written by Norman D. Vaughan and published by Athabasca University Press. This book was released on 2013-12-01 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.

Download or read book Handbook of Distance Education written by Michael G. Moore and published by Routledge. This book was released on 2013 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work provides overviews and summaries of the research and practice of distance education in the USA. It addresses such questions as how distance education is best practised at the level of the teacher, as well as the administrator.

Download or read book Evaluating the Effectiveness of a Synchronous Online Environment in Establishing Social Cognitive and Teaching Presence written by Nancy Weissman and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined student perceptions of social, cognitive, and teaching presence in a synchronous online environment based on participation in the environment, how the synchronous online environment affects social, cognitive, and teaching presence, and what aspects of teaching presence in an online synchronous environment support and enhance social and cognitive presence. Participants were students at a large, multi-campus community college enrolled in distance learning, blended learning, and web-enhanced courses. They attended either a live synchronous online session (n = 104) or viewed a recording of a live session (n = 65). Independent sample t tests compared the groups studied followed by correlation analyses to examine teaching presence as a predictor of social and cognitive presence. The quantitative results showed that students who participated in the live online synchronous sessions exhibited more positive perceptions of social and cognitive presences than those who viewed a recording of the session. Open, axial, and selective coding of the qualitative data produced findings that uncovered the themes of connection, confidence and transference among the participants' experiences in both groups. The study has implications for understanding the potential that online synchronous technologies have in establishing social, cognitive, and teaching presences for initiating a community of inquiry in the online environment.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Communities of Inquiry Theoretical Framework Research and Practice written by Akyol, Zehra and published by IGI Global. This book was released on 2012-09-30 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.

Download or read book An Examination of Teaching and Cognitive Presence in an Online Community of Inquiry written by Jennie J. Asher and published by . This book was released on 2015 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comparative case study utilizes the lens of the Community of Inquiry framework to provide a holistic view of the dynamics of interactions in two class sections of a graduate-level online course. Relationships between teaching and cognitive presence are examined through content analysis of student and instructor contributions in both the discussion board and material outside of the discussion board, as well as through participant perceptions using the CoI survey and interviews. Content analysis data revealed that students in both groups had similar levels and types of teaching presence, while the instructors had very different levels and types of teaching presence. Although one instructor had more than three times the content as the other, the levels of cognitive presence in the discussion board were similar in both groups, with most of the posts at the integration phase. However, the specificity of content-analysis data at the indicator level revealed that although most posts were at the integration phase, students engaged in little problem solving or hypothesis building. Less than one percent of all student posts, contributed by three of the twelve students, were at the resolution phase. Inclusion of a student paper in content analysis revealed that seven students reached the resolution phase, although no student reached resolution in both the discussion board and the paper. Identical pre-course design and organization elements for both groups suggest that design may lead students to a certain level, but a qualitative factor (i.e., the timing of instructor participation, the composition of the posts, or both) may have more influence than the quantity of posts in moving students toward problem solving. Perception data revealed that more students perceive reaching the resolution phase than the content-analysis data suggest. Similarly, different indicators within teaching presence categories had different relationships to phases of cognitive presence. The study suggests the quality of instructor teaching presence posts is more important than the quantity and that the quality of student cognitive presence posts is more revealing than quantities. Reporting of data at the category or phase level may be misleading, and reporting at the indicator level may provide the most constructive information for instructors, instructional designers, and researchers to use in maximizing the capacity of an online course to promote students' higher order thinking.

Download or read book Information Technology and Constructivism in Higher Education Progressive Learning Frameworks written by Payne, Carla R. and published by IGI Global. This book was released on 2009-05-31 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This volume is grounded in the thesis that information technology may offer the only viable avenue to the implementation of constructivist and progressive educational principles in higher education, and that the numerous efforts now under way to realize these principles deserve examination and evaluation"--Provided by publisher.

Download or read book Instructional Communication Competence and Instructor Social Presence Enhancing Teaching and Learning in the Online Environment written by Sherwyn Morreale and published by Frontiers Media SA. This book was released on 2024-05-16 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The coronavirus pandemic mandated unexpected 'instant transitions' to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.

Download or read book E Learning in the 21st Century written by D. Randy Garrison and published by Routledge. This book was released on 2016-10-07 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.

Download or read book Examining Student Satisfaction of Interaction in Online Learning written by Michelle Bacino Thiessen and published by . This book was released on 2015 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the experiences of an online learner at a community college. The purpose of the study was to investigate community college students' perception of online courses through an examination of their experiences with online learning. The community of inquiry theory was used as a guide to better understand the importance of student-teacher interaction, student-student interaction, and student-content interaction in online learning. The experiences of 15 community college students, who had completed an online course at a Midwestern community college, were examined to determine levels of interaction and presence. A focus group was interviewed and used for additional research into the examination of community college online learners. Finally, artifacts were collected and analyzed. The artifacts included essay assignments, syllabi, chapter questions, a research paper and discussion boards. The data collected provided three major findings. The first was that community college students enrolled in online courses had both positive and negative experiences. The second finding was that students preferred taking classes face-to-face rather than online and third, students placed greater importance on student-teacher interaction. The role of the teacher emerged as a pivotal component in the overall satisfaction of online courses. These findings suggest that future research could be done to further examine the design of an effective online course and the training for online teachers.