Presence and learning in a community of inquiry

Maddrell, Jennifer; Morrison, Gary R.; Watson, G. S.

doi:10.4324/9780429294235-8

Cited by 13 publications

(13 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For RQ2 and 3, overall, cognitive and teaching presence showed predictive effect on students' perceived learning outcomes or satisfaction for all courses. The influence of cognitive and teaching presence on perceived learning and satisfaction has been suggested in previous research (Akyol & Garrison, 2011;Maddrell et al, 2017).…”

Section: Discussionmentioning

confidence: 84%

See 1 more Smart Citation

Disciplinary Differences in a Community of Inquiry

Lim¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

The Community of Inquiry framework has been used in numerous studies with over 1800 citations to date (Google Scholar, January 2018). However, these studies generally involve looking at a single discipline and rarely examine disciplinary differences as a potential factor in student outcomes. To address the issue, this study examines the differences in students' social, cognitive, and teaching presence and the effects of those presences on students' learning outcomes according to academic disciplines.

show abstract

Section: Discussionmentioning

confidence: 84%

“…Other studies have revealed that social presence can be a significant influential factor for cognitive and teaching presence. Researchers have suggested that social presence has significant mediating effects on teaching and cognitive presence (Maddrell et al, 2017;Shea & Bidjerano, 2009).…”

Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in a Community of Inquiry

Lim¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

show abstract

“…When asked to rank the modes of content delivery used in the unit, students overwhelmingly preferred videos by the lecturer (Table 1). Their responses aligned with the research on student attitudes to learning: most prioritise their interaction with the teacher (Bolliger & Martin, 2018; Gregory, 2007; Maddrell et al ., 2017, 253). While before 2020 a proportion of historians might never have used recording facilities available on campuses, COVID likely prompted many staff to explore this space.…”

Section: Effective Educational Mediamentioning

confidence: 99%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

View full text Add to dashboard Cite

Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

show abstract

“…They listed peer comments, shared content and teacher feedback as the most influential factors in their learning, respectively. However, Maddrell et al (2017) have pointed out that empirical data regarding the relationship between social, instructional and cognitive presence and learning outcomes in the learning environment are scarce, and there is a significant shortage of significant correlation between the learning perceived by the student and the success criteria assessed by the instructor.…”

Section: Cognitive Presencementioning

confidence: 99%

Analysis of Online Text-Based Discussions for Secondary School Students in the Framework of the Community of Inquiry

KARAL

KONTEK

2022

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

This study examines influence of online text-based discussions for secondary school students. It aims to analyze students’ shares and views with the goal of exploring the implications of online synchronous text-based discussions held in the Information Technology and Software lessons. It was carried out as a case study in which 10 discussion sessions were held involving 26 students enrolled in a state secondary school. The case study was chosen because it makes it possible to examine a situation in detail and in depth. The findings were discussed in relation with the “Community of Inquiry” (CoI). It was found that with online synchronous text-based discussions, the students experienced building of meaning or collaboratively verified mutual understanding in line with the predetermined objectives. Online text-based discussions helped achieve a meaningful learning experience through development of social, cognitive and teaching presence. Student-student interactions in formal educational environments facilitated the formation of social presence in the online learning environment. Peer reviews concerning the discussion topics, shared contents and the teacher feedback contributed to the development of the students’ views on the subject. Off-topic or irrelevant shares in the discussion sessions might cause a negative impact on the students.

show abstract

Presence and learning in a community of inquiry

Cited by 13 publications

References 1 publication

Disciplinary Differences in a Community of Inquiry

Disciplinary Differences in a Community of Inquiry

Transitioning into and improving online History teaching

Analysis of Online Text-Based Discussions for Secondary School Students in the Framework of the Community of Inquiry

Contact Info

Product

Resources

About