Using the Community of Inquiry Framework to Introduce Wiki Environments in Blended-Learning Pedagogies: Evidence From a Business Capstone Course

Daspit, Joshua J.; D′Souza, Derrick E.

doi:10.5465/amle.2010.0154

Cited by 77 publications

(67 citation statements)

References 42 publications

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“…In recent years, studies of teaching presence have tended to focus on either validating one or more of its elements (Arbaugh, 2007;Garrison, Anderson, & Archer, 2010;Shea, Hayes, & Vickers, 2010) or on the impact of teaching presence in a multitude of different teaching settings. These settings include formal classroom and online teaching environments (Shea, Li, & Pickett, 2006), coaching (Stenbom, Hrastinski, & Cleveland-Innes, 2012), collaborative wikis (Daspit & D'Souza, 2012), and onsite facilitation (de la Varre, Keane, & Irvin, 2011).…”

Section: Defining Teaching Presencementioning

confidence: 99%

Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence

Wisneski

Özoğul

Bichelmeyer

2015

The Internet and Higher Education

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Section: Defining Teaching Presencementioning

confidence: 99%

Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence

Wisneski

Özoğul

Bichelmeyer

2015

The Internet and Higher Education

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“…By contrast, the two technology companies that extensively used social technology revealed more freedom of usage, greater distribution across the organisation, and user‐generated content. User‐generated content was enabled in these companies through the use of Wikis, which are collaboratively created and iteratively improved sets of interlinked web pages (Daspit & Souza, ). We suggest that Wiki use is an indicator that innovation and adaptation has priority over procedural accuracy and control.…”

Section: Discussionmentioning

confidence: 99%

Integrating a dynamic capabilities framework into workplace e‐learning process evaluations

Costello

McNaughton

2018

Knowl Process Manag

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The goal of workplace e‐learning programmes is to improve employee capabilities in order to enhance organisations' performance. However, notions of sustained performance in strategic management have moved from measures of production and profit to innovation and adaptation. We therefore suggest that the design and evaluation of e‐learning should also be consistent with the dynamic capabilities framework, which suggests that sustained superior performance results from an organisation's ongoing ability to alter operational routines in line with environmental requirements. With the intent of showing how e‐learning can be configured and evaluated to support the development of dynamic capabilities, we present findings of an exploratory qualitative study that examines e‐learning processes and evaluations in 12 New Zealand organisations. Our analysis reveals that organisations operating in more dynamic environments are likely to use e‐learning to support innovative and adaptive processes, and evaluate their e‐learning accordingly. This study's findings expand our overall understanding of the dynamic capabilities concept, and shows how e‐learning can be aligned to the achievement of more fluid objectives.

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“…These include the online creation of texts in a collaborative way, laboratory notebooks, a knowledge repository, a course evaluation tool, a presentation device and an instrument for long-distance learning. Many papers confirm the usefulness of wikis in collaborative learning (biasutti & Deghaidy, 2012;Falcó & Huertas, 2012;Ruth & Houghton, 2009), for student assessment (De Wever, Van Keer, Schellens, & Valcke, 2011), for assessing the individual contribution in group work (Caple & bogle, 2013) or its usefulness in blended-learning pedagogy (Daspit & D'Souza, 2012).…”

Section: Introductionmentioning

confidence: 93%

Participation and collaborative learning in large class sizes: wiki, can you help me?

Arriba

2016

Innovations in Education and Teaching International

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Collaborative learning has a long tradition within higher education. However, its application in classes with a large number of students is complicated, since it is a teaching method that requires a high level of participation from the students and careful monitoring of the process by the educator. This article presents an experience in collaborative learning adapted to large class sizes using wikis. The objective is to check if wikis allow for effective collaborative learning methods to be introduced into large groups. The results show how effective wikis can be in encouraging collaborative learning and active participation by the student, as well as facilitating the monitoring and assessment of individual work even in large classes.

show abstract

Using the Community of Inquiry Framework to Introduce Wiki Environments in Blended-Learning Pedagogies: Evidence From a Business Capstone Course

Cited by 77 publications

References 42 publications

Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence

Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence

Integrating a dynamic capabilities framework into workplace e‐learning process evaluations

Participation and collaborative learning in large class sizes: wiki, can you help me?

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