Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online—Team-Based Learning

Abstract

This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.

Exploring the role of dramatics in medical education through online listserv mediated mentoring and learning web sessions

“…In recent times, e-learning platforms are gaining momentum across the globe and ensuring quality education in medical institutions. [ 2 3 4 ] The same approach can be incorporated into Faculty Development Programs (FDPs) for medical teachers to provide valued professional development opportunities to them. A Massive Open Online Course is one such initiative intended at unlimited online participation and provides interactive courses to support interactions among students and teachers.…”

“…To foster an optimal online learning community, three components are essential: cognitive presence, social presence, and teacher presence. [ 4 ] Cognitive presence emphasizes on critical thinking and collaborative problem-solving skills, while social presence is the ability to project oneself socially and affectively and getting to know each other as three-dimensional people despite not meeting face to face. [ 4 5 6 ] Teacher presence includes the work of teaching that is done before and during the course.…”

“…[ 4 ] Cognitive presence emphasizes on critical thinking and collaborative problem-solving skills, while social presence is the ability to project oneself socially and affectively and getting to know each other as three-dimensional people despite not meeting face to face. [ 4 5 6 ] Teacher presence includes the work of teaching that is done before and during the course. It includes all the preparatory works in designing and developing the course and the hands-on teaching of directing and supporting the learners during the course delivery.…”

“…It includes all the preparatory works in designing and developing the course and the hands-on teaching of directing and supporting the learners during the course delivery. [ 4 5 6 ]…”

Sorgulama Topluluğu Kuramı

“…Öğrenme ortamının kuram bileşenleri temel alınarak tasarlanması (Parrish, Guffey, Williams, Estis & Lewis, 2021) Çevrimiçi takım tabanlı öğrenme modeline yönelik öğrenci algıları sorgulama topluluğu kuramı bağlamında araştırılmaktadır.…”