Community of Inquiry

Community of Inquiry

Community of Inquiry Kyla DriestAmy ThompsonNdidi Unaka Amel Mohamed

welcome to group 4 presentation about coI1

Community of Inquiry (CoI)

Group of individuals who engage in critical discourse and reflection in a collaborative manner to construct personal meaning and confirm mutual understanding

a process of creating a deep and meaningful learning experience through the development of specific interdependent elements social, cognitive, learner and teacher presence

2CoI Framework It is based on the underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments

Proposed by Garrison, Anderson, and Archer (2000)

3A process model of learning in online & blended education environment

A collaborative constructivist view of higher education

Assumes that effective online learning requires the development of a community of learners that supports meaningful inquiry & deep learning

CoI Framework

This model differ from the other available models, in that it is concerned mainly with online learning4

CoI FrameworkGarrison, Anderson, and Archer (2000)

The components of the community of inquiry framework is represented by 3 interlocking circles, these components are Teaching presenceCognitive presence And social presence

5Teacher PresenceDesign, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

Three key subcategoriesappropriate design of learning materialsfacilitation of online discussionssubject area (directed) instruction

6Studies have shown that the teacher presence is one of the most influential factors in student ratings of satisfaction and learning.

Teacher Presence

Studies have shown that the teacher presence is one of the most influential factors in student ratings of satisfaction and learning. -This is true of both online and traditional classroom learning environments.

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The Community of Iinquiry model changes the instructor role

The cognitive role shifts to a one of more deeper complexity

Affective role requires the faculty to find new tools to express emotions in order to support the social presence

Manegerial role that requires greater attention to details and well structured additional students monitoring tools8

The instructor's role then, is to encourage and support discourse between students by designing activities which promote engagement with the subject and dialogue with each other; He is also responsible for modelling and supporting the development of good facilitation skills through the use of clear communication All of this is to be achieved through a directed instructional approach.

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The Norwegian Diamond (VIRTUAL BOOK e-Pedagogy for Teachers in Higher Education)

the Norwegian Diamond, as it is called, has shown itself to be very useful for teachers planning a teaching session. Whether one is preparing a full course or a single lecture, there are some central didactical principles to keep in mind. there are six main elements: Aims, Content, Methods, External conditions, Participants knowledge and Assessment.All elements in the model are interrelated and influence each other.10

Teacher Presence = facilitating higher orders of thinking

-One way that teachers can enhance learning is by facilitating higher orders of thinking.- As illustrated by Blooms taxonomy, higher orders of thinking may be encouraged by creating assignments that force the student to analyze, evaluate, and create.

11Teacher Presence = Promoting the communityThe instructor should also work to influence the sense of community

Emphasize freedom of expression

Early introduction between classmates may be particularly important in an online classroom.

Online classrooms may also benefit from a discussion forum that allows for more personal, less classroom oriented discussions.

The instructor should also work to influence the sense of community which refers to Social presence

It is important that the students feel free to voice their opinions. This can be accomplished in part by creating rules of conduct for the class, especially where forums are included.

Discussion is likely to be facilitated by increasing the familiarity of the students to each other, through early introduction between classmatesIn online settings, early introduction activities may be more important than in traditional classrooms, as the students are unlikely to meet each other face to face.

Online classrooms may also benefit from a discussion forum that allows for more personal, less classroom oriented discussions. This may include forums where the students may post about life events, or discuss mutual hobbies.

12CoI- Discussion forumsCan be a very effective method of instruction

Avoid serial monologues if possible

The instructor may need to be more directive; possibly by posing a problem or forcing the learners to come to a unified conclusion.

Discussion forums can be a very effective method of instruction

One potential downfall of forums is the tendency for serial monologues rather than integrated discussion. Serial discussions allow students to focus on completing the task instead of learning the material on a deeper level.

The instructor may need to be more directive; possibly by posing a problem ,or forcing the learners to come to a unified conclusion.

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The next component of the CoI is cognitive presence14Cognitive PresenceDescribed as the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication

Garrison, Anderson, and Archer (2001) suggested that these measures of cognitive presence are a means to assess the systematic progression of thinking over time

Cognitive presence, is defined as the extent to which participants are able to construct meaning through sustained reflection and discourse. 15Cognitive PresenceThe extent to which participants in a CoI are able to construct meaning through sustained reflection and discourse

Meaning is construted in 4 identified stages. The first stage would be A triggering event that stimulate & allows participants to identify a problem and fosters a sense of puzzlement.

The community then moves on to explore through discussions and brainstorming This is the period where initial conclusions and hypothesis can be made.

The community then attempts to integrate their conclusions again with discussion. Ideas are synthesized and solutions created.

Finally, in the resolution phase, the group makes additional commitments and attempts to apply their solutions to the real world.

A defense of the solutions must then happen . If this is an area where the solutions are really applied to real world situations, then individuals who were not in the initial Community of Inquiry may become involved. These defenses can then act as triggering events and it is possible for the cycle to start over with an even larger Community of Inquiry. 16Cognitive presence through variable desciplines Many research articles have compared the social and teaching presences in traditional face to face format versus online environments.

But Arbaugh and colleagues attempted to answer which disciplines may have a higher cognitive presence in an online teaching environment.

They administered a validated 34-item Community of Inquiry Framework survey instrument to online students across 7 discipline categories at 2 American institutions of higher education.

They found that cognitive presence was lower in more quantitative disciplines

Academic discipline categories and selected characteristicsLevel of Paradigm DevelopmentEmphasis on Application

ConcreteSoftPureCumulativeAtomisticConcerned with universalsResulting in discovery/explanationPurposivePragmaticConcerned with mastery of physical environmentResulting in products/techniquesReiterativeHolisticConcerned with particularsResulting in understanding/interpretationFunctionalUtilitarianConcerned with enhancement of professional practiceResulting in procedures/protocolsApplied

Arbaugh et al attempted to broadly investigate the perceptions of the social, teaching, and cognitive presences across disciplines.

This chart organizes the characteristics of disciplines based on the concrete or soft nature of their paradigm development as well as the emphasis placed on either the pure or applied nature of these paradigms. On this schema the more quantitative disciplines would have more concrete paradigm with direct and less pure applications. these would represent disciplines such as accounting and finance. In this survey study, the greatest cognitive presence was observed with softer paradigms, such as Ethics and Marketing.

Based on these findings, it follows that a medical education construct such as Doctor-Patient communication skills would have characteristics that would promote a higher cognitive presence for community of inquiry participants. This topic within the medical field is holistic and concerned with enhancing professional practice. Furthermore, it is a repetitive event that happens across all medical provider levels and disciplines.

18Cognitive Presence Strategies Used in an Online Course for Doctor-Patient CommunicationMovies & SP EncountersOnline DiscussionReflective Journal &FeedbackShort Films

With this in mind, the online educational experience in a doctor-Patient communication course could be developed with the following community activities:

Triggering events would involve watching popular medical genre movies such as the Doctor and Wit. Students would also participate in SP encounters. These shared community experiences would then be explored in online discussions with key talking points used as a scaffolding technique. Students will be asked to reflect and integrate the discussion with past experiences through journaling. The students will provide feedback on the SP encounters to one another for integration. Finally the community will achieve resolution through writing, directing, and filming real-world examples of doctor-patient communication scenarios in the form of short films that the group will discuss. 19

20Social PresenceThe ability of participant in a CoI to project themselves socially & emotionally as real people

The degree of which participants in a computer-mediated communication feel socially & emotionally connected http://www.irrodl.org/index.php/irrodl/article/view/924/1889

Without group-based interaction, learners cannot create the common connections necessary for effective learning to occur

Integration of a learner's personal attributes into a specific CoI, through use of emotional expression, open communication, and various means to establish group cohesion

21A progressive schema was proposed to illustrate social presence:Social Presence

The learners need to be identified within the community, They need to have a purposeful communication within a trusting environment And to develop social relationshipsThat will progressively lead to the consolidation of social presence.22CoI ControversyThe Importance of Social Presence Rourke and Kanuka (2009)

students seemed to report instances of surface learning and to associate these more with instructional material rather than sustained interaction with the instructor or other learners

http://www.irrodl.org/index.php/irrodl/article/view/924/1889

The question: Is social presence really necessary to facilitate the development cognitive presences and meaningful learning?

Current research Concluded that meaningful learning did not occur as described in the framework of CoI

23Some studies suggest:

learners do not attribute much value to the influences of social presence on their educationEffects of social presence on learning may be small

CoI ControversyThe Importance of Social Presence

24Social presence in online learning !!social presence is of questionable value in the online higher education learning experience because it does not appear to have an important effect on cognitive presence.

Effective online learning: appropriately structured learning materials, timely, one-on-one instructorlearner communicationa teaching focus that enhances individual learner attributes and effort

social presence is of questionable value in the online higher education learning experience because it does not appear to have an important effect on cognitive presence.

Rather, appropriately structured learning materials, timely, non-contiguous, one-on-one instructorlearner communication, and a teaching focus that enhances individual learner attributes and effort may be the best prescriptions for effective online learning in higher education

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PIM survey from over 5,000 learners in dozens of US higher learning institutions that used a common learning management system and pedagogy. Their research made explicit the evolution of the CoI framework from one in which the three presences influence and interact to create the online learning experience , to one in which teaching and social presences are hypothesized to causally affect cognitive presence, now considered the final measure of the online learning experience. Teaching presence is also considered to indirectly affect cognitive presence through its effect on social presence

26Can teaching presence totally replace social presence ?Shea and Bidjerano (2009a

Researchers concluded that good teaching presence is an important compensatory factor in the absence of sustained, contiguous, two-way communication.

However, they did not question to what extent direct instruction can or should be substituted for teaching activities that support social presence (e.g., facilitation of discussion),

Further research is needed

27The End

ReferencesGarrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching issues. Journal of asynchronous learning networks, 11 (1), 61-72. Retrieved from http://files.eric.ed.gov.proxy.libraries.uc.edu/fulltext/EJ842688.pdfGarrison, D. R., Cleveland-Innes, M. (2005) Facilitating cognitive presence in online learning: interaction is not enough. The American Journal of Distance Education. 19 (3), 133-148. Retrieved from http://anitacrawley.net/Articles/GarrisonClevelandInnes2005.pdf.Garrison, D. R., Cleveland-Innes, M., Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The internet and higher education. 13 (1-2), 31-36. Retrieved from http://ac.els-cdn.com/S1096751609000591/1-s2.0-S1096751609000591-main.pdf?_tid=64e8c71c-b23c-11e3-a501-00000aacb35e&acdnat=1395546001_6228b691d1483eaeba4dfa8374e04895Nagel, L., Kotze, T. G. (2010). Supersizing e-learning: What a COI survey reveals about teaching presence in a large online class. Internet and Higher Education. 13, 45-51. Retrieved from http://journals.ohiolink.edu.proxy.libraries.uc.edu/ejc/pdf.cgi/Nagel_L.pdf?issn=10967516&issue=v13i1-2&article=45_sewacspialoc