The Community of Inquiry framework as learning design model: a case study in postgraduate online education

Nolan-Grant, Candace R.

doi:10.25304/rlt.v27.2240

Cited by 17 publications

(12 citation statements)

References 26 publications

(45 reference statements)

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“…This is because the other two components of CoI, namely social and cognitive presences take effect as a result of the presence of a "teacher" (Fiock, 2020). Nolan-Grant (2019) states that the engagement which was done by instructors in an online class encouraged cognitive and social presences. Their findings corroborate what Garrison et al (2000) postulate concerning the presence of a "teacher" in guiding the establishment of appropriate cognitive and social presences in an online community.…”

Section: Community Of Inquiry Frameworkmentioning

confidence: 99%

Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

Waghid

Meda

Chiroma

2021

IJILT

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PurposeThis study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.Design/methodology/approachA mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.FindingsThe findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.Research limitations/implicationsOnly a single faculty at one university was selected in this single case.Practical implicationsThe results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.Originality/valueThis is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.

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Section: Community Of Inquiry Frameworkmentioning

confidence: 99%

Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

Waghid

Meda

Chiroma

2021

IJILT

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“…Originally, three types of interaction were identified and defined by Moore (1989) in distance education mediums. Other authors (Anderson, 2003;Dailey-Hebert, 2018;Nolan-Grant, 2019) have embraced these three types, modes, or levels of interactions, which are learner-learner (peers), learnerinstructor, and learner-content (online resources). Dailey-Hebert (2018) argues that blending the types of interactivity yields improved motivation, satisfaction and achievement in online courses.…”

Section: Defining Interactivity In Online Learningmentioning

confidence: 99%

Promoting Interactivity in Online Learning – Towards the Achievement of High-Quality Online Learning Outcomes

Rugube

Mthethwa-Kunene

Maphosa

2020

EJOE

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Online learning is different from face-to-face contact learning. The former is technology-mediated and often accused of lacking the interaction the learners would have when learning together in contact sessions. However, the richness of online learning is flexibility, which allows learning to take place anytime from anywhere. Online learning through the utilisation of digital learning platforms may provide rich learning experiences. The Covid-19 pandemic prompted most institutions of higher learning to move to online learning due to restrictions on gathering. Some of the institutions were not prepared for this move and this resulted in challenges in implementing online learning effectively. When online learning is not implemented properly, students will be pedagogically distanced from the course instructor and the learning process. Moore’s (1989) transactional distance theory notes the importance of pedagogical distance to ensure effective distance learning. In this discussion, we unpack the transactional distance theory and suggest ways of promoting interactivity in online learning in different ways. Conclusions are drawn from the discussion and recommendations are made. Article visualizations:<img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" />

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“…Online discussion boards help develop affective and open communication, and later to allow for meaningful academic discussion (i.e. social presence allows for a purposeful shift towards academic activities -that is, teaching presence) (see Nolan-Grant, 2019). CoI suggests that online social interactions should be structured and systematic -scaffolded with teaching presence and cognitive presence.…”

Section: Technologymentioning

confidence: 99%

Lecture Capture in Online Learning: A Community of Inquiry Perspective

Wood¹,

Symons²,

Falisse³

et al. 2020

Preprint

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This paper presents findings from a study into the value of lecture captures foronline distance learning courses. Although recording on-campus lectures for on-campus students is increasingly common, there has been little scrutiny of the roleof lecture capture in online courses. We address this gap by exploring onlinedistance learning students’ perceptions of two types of recorded media; video-to-camera lectures and lecture captures through the lens of the Community ofInquiry (COI) Framework. The study concluded that lecture captures do notcontribute to the creation of a COI as they do not substantially increase cognitive,social or teaching presence. However, students were enthusiastic about lecturecaptures due to the naturalistic lecturing style and the opportunity to learnvicariously. We suggest that these findings should prompt greater considerationof the role of vicarious learning in online education and the tendency to perceivecampus-based education as being more ‘authentic’.

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The Community of Inquiry framework as learning design model: a case study in postgraduate online education

Cited by 17 publications

References 26 publications

Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university

Promoting Interactivity in Online Learning – Towards the Achievement of High-Quality Online Learning Outcomes

Lecture Capture in Online Learning: A Community of Inquiry Perspective

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