Affect as a Presence in the Community of Inquiry Model

Campbell, Prisca; Cleveland-Innes, Martha

doi:10.19173/irrodl.v6i2.283

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities (Campbell & Cleveland-Innes, 2005;Derks, Fischer, & Bos, 2007;Marchand & Gutierrez , 2011;O'Regan, 2003;Lehman, 2006;Perry & Edwards, 2005).…”

Section: Discussionsupporting

confidence: 77%

IRRODL Volume 13, Number 4

Authors

2012

IRRODL

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Section: Discussionsupporting

confidence: 77%

IRRODL Volume 13, Number 4

Authors

2012

IRRODL

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“…The CoI model assumes that learning occurs within the community through the interaction of these three core elements. This adaptation of the CoI framework closes the gap between pedagogy, technology, and learners' needs at a tertiary level (Campbell and Cleveland-Innes, 2005;Garrison et al, 2004;Garrison et al, 2000;Jackson et al, 2013;Shea and Bidjerano, 2009b;Swan et al, 2008). In the following, the term online learning will be used to refer to e-learning that is conducted online or by blended learning, and the term CoI will refer to the adapted model of CoI developed by Garrison et al (2000).…”

Section: Accepted Manuscriptmentioning

confidence: 93%

The applicability of community of inquiry framework to online nursing education: A cross-sectional study

Smadi

Parker

Gillham

et al. 2019

Nurse Education in Practice

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The Community of Inquiry (CoI) framework has the potential to contribute to online education by addressing the nexus of pedagogy, technology, and learners' needs. However, there has been limited investigation of the application of CoI to Australian online tertiary education, with the awareness of CoI amongst Australian nurse educators being unknown. This paper reports on a project which used an online survey to investigate the level of awareness of the CoI framework and its applicability to the design of online and blended courses in Australian higher education nursing schools.Most respondents ranked the core concepts of the CoI framework as applicable for nursing education, but only 20% of the participants were familiar with the CoI framework before they participated in the survey. While nearly 90% of the participants viewed instructional design and a theoretical framework as essential for building an online course, 70% of respondents indicated that they did not use an explicit theoretical framework to guide the design or the evaluation of their nursing teaching and learning. These results provide the impetus for further investigation of factors influencing the development of online nurse education including the specific consideration of CoI frameworks.

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“…we would like to consider how the affectivity influence the eLearning participation and the eLearning effectiveness, considering the theories recently presented in scientific literature by many authors (Campbell, 2006;Clore, & Palmer, 2009, Damasio, 1994Salovey & Mayer 1990, Kort et al, 2001). 2. we would like to widen our rubrics to include different teaching models.…”

Section: Resultsmentioning

confidence: 99%