Linking online course design and implementation to learning outcomes: A design experiment

Swan, Karen; Matthews, Daniel B.; Bogle, Leonard; Boles, Emily; Day, Scott

doi:10.1016/j.iheduc.2011.07.002

Cited by 70 publications

(60 citation statements)

References 9 publications

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“…Although we adjusted the translation content for Chinese students, students may still have difficulties in understanding specific options. The third reason seems to be that the participants' perception of the online learning community could be a little bit lower than that of some previous studies (Swan, Matthews, Bogle, Boles, & Day, 2012).…”

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confidence: 70%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

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The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's α> .765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.

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confidence: 70%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

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“…The optimisation achieved has made it possible to improve the learning outcomes of the students, as stated by Swan, Matthews, Bogle, Boles & Day (2012). The results were included in personalised, confidential reports for each teaching team.…”

Section: Resultsmentioning

confidence: 99%

Evaluación de la formación online en el campus Andaluz virtual. El caso de las materias de la Universidad Pablo de Olavide

2017

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Resumen El Campus Andaluz Virtual es un proyecto de innovación basado en el uso de las TIC, consolidado en las diez universidades andaluzas (España Palabras claves:Formación online, Campus Andaluz Virtual (CAV), Plataformas, Enseñanza universitaria, Evaluación. 2007-2014. During the process, the quality of online teaching was assessed in all of the subjects offered on the Andalusian Virtual Campus. To this end, a tool was designed using the F@rtic guide to allow the quality of learning to be analysed. The assessments used a peer system in which each university was evaluated by experts from two other universities. The objective of this paper is the assessment of nine e-learning courses, to show how this methodology allows to assess the basic principles of online teaching and to improve the instructive design. Abstract The Andalusian Virtual Campus is an innovation project based on the use of Information and Communications Technologies, which is consolidated in the 10 Andalusian universities (Spain) and specialises in online learning in which students can take courses at any of the 10 Andalusian universities regardless of their university of origin. The project was run over the period

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“…[12] From a collaborative constructivist point of view, it represents online learning as supported by three presences: social presence, teaching presence, and cognitive presence. [13] The framework hypothesizes online knowledge building as the outcome of collaborative work among active participants in learning communities reflecting instructional coordination appropriate to the online environments (teaching presence) and an encouraging collegial online setting (social presence). [13] Although the COI has been one of the most commonly referenced means for researching formal higher-level online education, it has been criticized particularly due to the limited nature of a constructivist orientation, rather than an outcomes-based measure within an objectivist orientation.…”

Section: Methodsmentioning

confidence: 99%

“…[13] The framework hypothesizes online knowledge building as the outcome of collaborative work among active participants in learning communities reflecting instructional coordination appropriate to the online environments (teaching presence) and an encouraging collegial online setting (social presence). [13] Although the COI has been one of the most commonly referenced means for researching formal higher-level online education, it has been criticized particularly due to the limited nature of a constructivist orientation, rather than an outcomes-based measure within an objectivist orientation. [14] Shea and Bidjerano proposed a revised version of the COI (RCOI) framework that incorporated the effects of individual learner attributes on learning.…”

Section: Methodsmentioning

confidence: 99%

Student perceptions of group experience in online RN-to-BSN research course

Kim‐Godwin

Martínez

2016

JNEP

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Objective: The overall aim of this pilot study was to explore students' perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course. Methods: This descriptive correlational study used an online survey. Students' perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI) Conclusions:The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.

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Linking online course design and implementation to learning outcomes: A design experiment

Cited by 70 publications

References 9 publications

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Evaluación de la formación online en el campus Andaluz virtual. El caso de las materias de la Universidad Pablo de Olavide

Student perceptions of group experience in online RN-to-BSN research course

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