Supporting a mathematics community of inquiry through online discussion forums: towards design principles

Padayachee, Pragashni; Campbell, Anita

doi:10.1080/0020739x.2021.1985177

Cited by 16 publications

(18 citation statements)

References 62 publications

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“…More than half of the articles that use the CoI framework as an evaluation tool employ the standardized CoI survey (Arbaugh et al, 2008) as a method of quantitatively collecting and analyzing data (Baytiyeh, 2018;Eteokleous & Ktoridou, 2012;Lau et al, 2021;Nihlawi et al, 2018;Purwandari et al, 2022;Rachmawati et al, 2020;Rutz & Ehrlich, 2016), as do the articles that use the CoI framework to both evaluate and design (Chernosky et al, 2021;Hattingh et al, 2020;Padayachee & Campbell, 2022;Szeto, 2015). The articles apply the survey strictly or use it with minor modifications.…”

Section: Methodologiesmentioning

confidence: 99%

“…Finally, the CoI framework is used to both evaluate and design (Chernosky et al, 2021;Hattingh et al, 2020;Jaksic, 2021;Padayachee & Campbell, 2022;Szeto, 2015). Chernosky et al (2021) identify key components of student satisfaction and engagement and develop an equitable instructional design model.…”

Section: Usage Of the Frameworkmentioning

confidence: 99%

“…Szeto (2015) employs the CoI framework as an instructional approach to explore the effects of the presence on shaping online and faceto-face learning and teaching experiences. Padayachee and Campbell (2022) evaluate online discussion forums and recommend design principles.…”

Section: Usage Of the Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

2023

JHETP

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The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI's application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research.

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Section: Methodologiesmentioning

confidence: 99%

Section: Usage Of the Frameworkmentioning

confidence: 99%

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Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

2023

JHETP

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“…Berdasarkan hasil penelitian dijelaskan bahwa terdapat hubungan antara cognitive presence dengan tingkat depresi dan kecemasan. Cognitive presence memiliki peran penting untuk mewujudkan pembelajaran berkualitas dalam pembelajaran online, tuntutan belajar yang tinggi akan memicu kecemasan dan stres pada mahasiswa, karena jika dalam lingkungan online, akan dapat meningkatkan tingkat perasaan negatif tersebut (Padayachee & Campbell, 2022). Kehadiran kognitif menentukan kepuasan mahasiswa dalam mengonstruksi dan memperoleh makna melalui rekonstruksi dan wacana yang berkelanjutan (Sadeghi et al, 2018).…”

Section: Pembahasanunclassified

Analisis Faktor Yang Mempengaruhi Gangguan Kesehatan Mental Mahasiswa Keperawatan Dalam Pembelajaran Daring Selama Pandemi Covid-19

Melizza

Aziz

Prasetyo

et al. 2022

jikep

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Pendahuluan : Dampak pandemi Covid-19 mempengaruhi interaksi sosial di kalangan mahasiswa dan kesejahteraan psikologisnya. Community of Inquiry (COI) telah mengidentifikasi tiga elemen berbeda yang penting dalam menunjang terlaksananya kelas online untuk pembelajaran yang optimal, diantaranya kehadiran sosial (social presecence), kehadiran kognitif (cognitive presence) dan kehadiran mengajar (teaching presence). Tujuan: untuk menganalisis faktor apa saja yang mempengaruhi gangguan Kesehatan mental mahasiswa keperawatan dalam pembelajaran daring selama pandemic Covid-19. Metode: Penelitian deskriptif analitik dengan pendekatan cross sectional. Sejumlah 278 mahasiswa direkrut dengan menggunakan teknik accidental sampling, dengan menggunakan kuesioner DASS-21 dan CoI Survey, menggunakan uji regresi logistik. Hasil: Hasil penelitian menunjukkan usia menjadi salah satu faktor yang menimbulkan stres dengan sig <0,030 (OR=1,4). Disusul dengan social presence <0,002 (OR=53) dan cognitive presence merupakan faktor utama penyebab depresi dan ansietas pada mahasiswa dengan sig <0,001 (OR=6,9) dan <0,008 (OR=5,0). Kesimpulan: Faktor yang berhubungan dengan kesehatan mental mahasiswa pada kategori depresi dan ansietas adalah cognitive presence mahasiswa, sedangkan faktor yang berhubungan kesehatan mental mahasiswa pada kategori stres adalah usia dan social presence. Pengajar tidak hanya fokus pada salah satu komponen antara sosial presence, cognitive presence maupun teaching presence, sehingga mahasiswa dengan tipe apapun akan terfasilitasi dalam pembelajaran serta tidak akan mengalami gangguan Kesehatan mental baik ansietas, stress dan depresi

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“…Challenges created by the pandemic accelerated the need to incorporate innovative teaching strategies, especially related to difficult concepts. Activities that promote social, cognitive, and teaching presence have been shown to increase student engagement and improve learning outcomes (Holbeck & Hartman, 2018; Padayachee & Campbell, 2022). Examples of these activities include discussion forums led by faculty (Kolluru & Varughese, 2017; Lim et al, 2022; Padayachee & Campbell, 2022) and synchronous collaborative learning (Aslan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Promoting understanding of medical decision-making coding for nurse practitioner students

Shanahan

Gurley

Chatman

et al. 2022

J Am Assoc Nurse Pract

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Nurse practitioners (NPs) are often responsible for coding patient encounters for reimbursement. Students should learn the basics of this skill during their educational preparation. On January 1, 2021, the American Medical Association and the Centers for Medicare & Medicaid Services implemented new guidelines to the evaluation and management office appointment documentation and coding. The new medical decision-making (MDM) guidelines created a learning curve for NP students, faculty, and preceptors. An additional obstacle was encountered when oncampus preclinical intensives, which included a coding practice session, were canceled due to the COVID-19 pandemic. The faculty of an NP program identified MDM coding as a difficult concept to teach in an asynchronous learning environment. In response, the faculty developed and implemented synchronous online case study sessions that incorporated active student participation and real-time feedback, thus increasing engagement with peers, faculty, and the MDM concepts. The purpose of this article was to present a synchronous method for teaching MDM coding to NP students, and the outcomes, lessons learned, and implications for nursing education and practice.

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Supporting a mathematics community of inquiry through online discussion forums: towards design principles

Cited by 16 publications

References 62 publications

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

Analisis Faktor Yang Mempengaruhi Gangguan Kesehatan Mental Mahasiswa Keperawatan Dalam Pembelajaran Daring Selama Pandemi Covid-19

Promoting understanding of medical decision-making coding for nurse practitioner students

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