Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks

Morueta, Ramón Tirado; López, Pablo Maraver; Gómez, Ángel Hernándo; Harris, Victor W.

doi:10.1016/j.iheduc.2016.07.004

Cited by 60 publications

(41 citation statements)

References 41 publications

(70 reference statements)

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“…From Table 2 it is evident that the online PBL activity of these two geography modules not only complies with the recommended average scores for online collaborative activities as perceived by the students, but is even slightly better, with 4.27 for the teaching presence, 4.13 for the social presence and 4.16 for the cognitive presence (Van der Westhuizen 2017). As PBL is seen as a higherorder learning activity (according to Bloom's taxonomy as reference), this evaluation correlates with findings of Morueta et al (2016) that to perform higher-order tasks online, a strong teaching presence is necessary, which entails continuous guidance, structure and support to students. It is the responsibility of the instructor to design, scaffold, model and coach properly before and during the online activity.…”

Section: Results and Results Interpretationsupporting

confidence: 69%

“…Therefore, the degree of complexity and the nature of the task seem to condition the level of group cognitive activity. For complex activities, it is necessary to ensure a good social presence to achieve a high cognitive presence (Morueta et al 2016). It can, therefore, be safely argued the online PBL activities, in this instance, adhere to good online collaborative learning environment principles.…”

Section: Results and Results Interpretationmentioning

confidence: 99%

“…As a result, the number of higher education students enrolling in online courses continues to grow. Most of these online courses are being developed within a learning management system (LMS) software application (Morueta et al 2016). Within this LMS context and platform, collaborative tools, for example discussion forums and wikis, allow high levels of student-to-student and student-to-instructor interaction, which support teaching and learning models suitable for higher education.…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

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Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Golightly¹,

Westhuizen²

2018

Alternation

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As online learning is being embraced in higher education, geography modules that implement problem-based learning can integrate online platforms to support geography curriculum delivery and facilitate student collaboration. The aim of this case study was to explore full-time BEd geography student teachers' (n = 98) perceptions of online problem-based learning activities in two third-year geography modules. The study used quantitative and qualitative research approaches based on questionnaire applications. The findings of the study indicate that the full-time BEd geography student teachers showed positive perceptions regarding the general aspects of online problem-based learning and the online problem-based learning process. Moreover, these student teachers were specifically impressed with the management of the university's learning management system (Sakai named Efundi), Google Docs, as a collaborative online space on which to compile the problem-based learning report. The student teachers also held positive perceptions of the role-players in online problem-based learning, as well as the assessment rubric used to assess the online problem-based learning activities; hence, these have good correlations with online community of inquiry principles.

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Section: Results and Results Interpretationsupporting

confidence: 69%

Section: Results and Results Interpretationmentioning

confidence: 99%

Section: Introduction and Problem Statementmentioning

confidence: 99%

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Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Golightly¹,

Westhuizen²

2018

Alternation

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“…This encourages student learning from one another, helping students to not only learn what the right answers are, but also how to explain to a peer why those answers are right, developing the students HOTs. Morueta, López, Gómez, and Harris, (2016) propose that social presence is important to build a community of inquiry for online students, leading to cognitive presence, where students construct meaning.…”

Section: Discussionmentioning

confidence: 99%

Evaluating nursing students' engagement in an online course using flipped virtual classrooms

Phillips

O'Flaherty

2019

SUCCESS

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Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students' evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments. Please cite this article as:Phillips, C., & O'Flaherty, J. (2019). Evaluating nursing students' engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59-71.

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“…2 O Community of Inquiry (CoI), que pode ser traduzido como comunidade investigativa, foi proposto por um grupo de docentes canadenses, fundamentados na teoria de John Dewey, com a intenção de acompanhar a qualidade do processo de aprendizagem em ambiente virtual. 2,3 Nesse modelo, para que exista um ambiente propício à aprendizagem, deverá ocorrer a interação entre três elementos centrais, que são as presenças de ensino, social e cognitiva. 2 No ensino de Enfermagem há relatos do CoI estar sendo utilizado em atividades semipresenciais em graduação e pós--graduação, tendo como característica o desenvolvimento de atividades colaborativas, com trocas entre os participantes, especialmente utilizando o fórum de discussão.…”

Section: Introductionunclassified

Community of Inquiry as a Theoretical Model of Teaching Applied to Nursing

Parulla

Weissheimer

Santos

et al. 2017

REME: Revista Mineira De Enfermagem

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RESUMOObjetivo: apresentar o modelo Community of Inquiry (CoI) como referencial possível na orientação e avaliação de ações desenvolvidas em ambiente virtual, seja na modalidade a distância ou semipresencial, no ensino de Enfermagem em diferentes contextos. Método: estudo de reflexão teórica com a descrição do CoI e de relatos no ensino superior em Enfermagem. Resultados: nesse modelo são propostos três elementos centraisa presença social, a presença cognitiva e a presença de ensino -que dão sustentabilidade à aprendizagem construtivista colaborativa em ambiente virtual. Também conta com um instrumento que avalia em 34 questões essas três presenças. O CoI já tem sido utilizado no planejamento e na avaliação de atividades no ensino superior em Enfermagem que utilizam as modalidades a distância e presencial integradas. Conclusão: o modelo dispõe de uma avaliação ampliada das ações de ensino, nas quais o presencial e a distância se agregam, qualificando essas modalidades de ensino. Da mesma forma, as presenças de ensino, social e cognitiva privilegiam o trabalho interacionista e colaborativo, destacando ações fundamentais da formação em Enfermagem. Palavras-chave: Educação em Enfermagem; Aprendizagem; Educação a Distância. ABSTR ACT Objective: to present the Community of Inquiry (CoI) model as a possible reference in the guidance and evaluation of actions developed in a virtual

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Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks

Abstract: 2016-11-03T14:11:40

Cited by 60 publications

References 41 publications

Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Evaluating nursing students' engagement in an online course using flipped virtual classrooms

Community of Inquiry as a Theoretical Model of Teaching Applied to Nursing

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