Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology

Burgess, Melissa L.; Slate, John R.; Rojas-LeBouef, Ana; LaPrairie, Kimberly

doi:10.1016/j.iheduc.2009.12.003

Cited by 126 publications

(59 citation statements)

References 8 publications

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“…For example, if a course participant were to take material and connect it to experiences they had outside of the course (i.e., "connecting ideas"), then that would be a measure of integration, and therefore part of the educational experience's cognitive presence (Table 1). Much of the empirical research on the CoI framework in recent years employs the 34-item CoI framework survey instrument to characterize communities of inquiry [27][28][29][30], and the use of the coding protocol within CoI transcript analysis has been critiqued for not revealing more complex features of the educational experience [1]. There are also methodological concerns regarding the capacity of the protocol to measure deep and meaningful learning [31].…”

Section: Coi Coding Protocolmentioning

confidence: 99%

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

Kaul

Aksela

2018

Education Sciences

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Abstract:One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. The community of inquiry (CoI) framework models the asynchronous, text-based communication that defines educational experiences within such collaborative learning environments; however, methods of CoI transcript analysis must be improved. This paper uses the University of Helsinki's 2016 MOOC, Sustainable Energy in Education, as a case study on how the CoI framework can be used to characterize the educational experience of in-service teachers in distance learning environments. Using the CoI coding protocol, this paper employs a transcript analysis of the discussion forum posts on the MOOC (n = 78), and applies improved measures of reliability in order to understand the capacity of CoI transcript analysis to reliably define online learning experiences. The findings suggest that, while the CoI framework is able to characterize some elements of online learning communities, more work needs to be done to ensure the framework captures the more nuanced elements of such educational experiences, such as the effects of course design and the relative engagement of course participants.

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Section: Coi Coding Protocolmentioning

confidence: 99%

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

Kaul

Aksela

2018

Education Sciences

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“…Most implementations and research have taken place at universities in North America, Europe, and Asia, where the language is the medium of instruction, but not the learning objective. Yet, the findings are limited and have been investigated in cultural, educational, and 1 See Akyol, Garrison, & Ozden, 2009;Arbaugh, 2008;Arbaugh, Bangert, & Cleveland-Innes, 2010;Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010;Garrison, Cleveland-Innes, & Fung, 2010;Goda & Yamada, 2013;Ke, 2010;Kumar, Dawson, Black, Cavanaugh, & Sessums, 2011;Lambert & Fisher, 2013;Shea & Bidjerano, 2010;Stein et al, 2007;Stodel, Thompson, & MacDonald, 2006;Vaughan & Garrison, 2005. 2 See Alavi & Taghizadeh, 2013;Arnold & Ducate, 2006;Asoodar, Atai, Vaezi, & Marandi, 2014;Chen, 2012;Lomicka & Lord, 2007;Olesova, Richardson, Weasenforth, & Meloni, 2011;Randrianasolo, 2013;Tolu, 2010;Yamada, Goda, Matsukawa, Hata, & Yasunami, 2014. For a summary of these studies see González Miy & Herrera Díaz (2015).…”

Section: Online Pedagogy In Language Learningmentioning

confidence: 99%

Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

Díaz

Miy

2017

PROFILE

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Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners' perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.Key words: Community of inquiry, foreign language teaching-learning, online education, oral skill.En la última década, el modelo de comunidad de indagación ha demostrado ser efectivo en experiencias de aprendizaje en línea en diversas disciplinas. No obstante, los estudios en el campo de la enseñanza del inglés aún son escasos. En este orden de ideas, el presente artículo reporta un estudio preliminar acerca del desarrollo de la habilidad oral en un curso de inglés en línea, así, se revelan algunas relaciones entre las presencias de este modelo (docente, cognitiva y social) y algunos indicadores de la habilidad oral. Los hallazgos, basados en la percepción de los estudiantes, confirman la existencia de dichas presencias y sugieren que la docente contribuye a la mejora de la gramática, la precisión y el vocabulario. Finalmente, se presentan conclusiones, limitaciones y futuros aspectos por indagar.Palabras clave: Comunidad de Indagación, educación en línea, enseñanza-aprendizaje de lenguas

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“…From an educational point of view, learning in Second Life centres around a set of interactive communication tools that can facilitate collaborative activities between instructors and students (Burgess, Slate, Rojas-LeBouef & LaPrairie, 2010;Jarmon, Traphagan, Mayrath & Trivedi, 2009;Pellas & Kazanidis, 2014;Schmeil, Eppler & de Freitas, 2012;Sierra, Gutiérrez & Garzón-Castro, 2012). A sense of presence is developed in the students who feel as if they are physically present in the educational centre and spending time with their instructors/professors or peers (Alenezia & Shahi, 2015).…”

mentioning

confidence: 99%

Second Life adoption in education: A motivational model based on Uses and Gratifications theory

Gallego

Bueno

Noyes

2016

Computers & Education

103

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT Second Life adoption in education: A motivational model based on Uses and Gratifications theory

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Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology

Cited by 126 publications

References 8 publications

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

Second Life adoption in education: A motivational model based on Uses and Gratifications theory

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