An innovative methodology for the assessment and maintenance of e-learning courses using the Community of Inquiry model

Abstract

As part of the creation of the series of online, asynchronous learning courses developed for the community of underground ventilation practitioners (Aeolus Modules), the authors have developed an innovative plan for the assessment and maintenance of these courses by leveraging the skills and experience of the existing and active membership of the Underground Ventilation Committee and applying them to the Community of Inquiry model. This process involves the triggering events of the module users (students) to identify weak nesses and deficiencies within the course(s) material, and to guide the development of add itional content, while expert users and course developers use the learners' inputs to make necessary revisions and create new and expanded content in the most efficient manner. By working together, and communicating directly through a framework established explicitly for that purpose (i.e., listserves, chatrooms, direct messaging, etc.) the process of content revision and creation can be optimized by letting the end user directly communicate their needs to the developers and become active participants not only in the consumption, but in the creation of their own educational resource(s).

Educational Experience and Instructional Design Effectiveness Within the Community of Inquiry Framework

“…However, we believe future research should focus on using instructional strategies as well as assessment and evaluation methods that support each of the 10 categories. Stinnette and Luxbacher (2021) demonstrated that it is possible to measure course effectiveness by incorporating assessment and evaluation procedures. Therefore, a better understanding of how the categories function from an assessment and evaluation perspective may encourage researchers to focus on the effectiveness of courses while maintaining high-quality educational experiences.…”

“…There are ongoing debates about revising the model to include more presences (e.g., Cleveland-Innes, 2019; Kozan & Caskurlu, 2018;Wertz, 2022) and verifying the validity of the current framework (e.g., Dempsey & Zhang;2019;Heilporn & Lakhal, 2020;Stenbom, 2018). However, there seems to be a workable solution to address all three problems through assessment and evaluation procedures (see e.g., Stinnette & Luxbacher, 2021).…”

“…Peer assessments were found to be most beneficial when feedback was presented as a learning opportunity (Day et al, 2017). Also, Stinnette and Luxbacher (2021) found implementing quizzes after each module to be effective for competency and knowledge retention. Martin et al (2022) reported cognitive presence as the least researched element in the CoI framework, but it is considered an important indicator of the quality of the online learning experience.…”