Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic

Homer, Damien

doi:10.1177/14779714221096175

Cited by 14 publications

(6 citation statements)

References 67 publications

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“…While all three elements of the model interact, scholars have also highlighted that teaching presence predicts social-and cognitive presence, particularly during times of Covid (Şen, 2022). Scholars have highlighted that the application of the CoI to students' online learning during Covid-19 is still under-researched (Homer, 2022). Gunawardena (1995), who explored the construct of social presence, argued that social presence can be cultured as participants can project their identities as they communicate.…”

Section: The Coi Framework and The Role Of Culturementioning

confidence: 99%

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Grothaus

2022

QRE

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Collaborative online learning (COL) has been associated with positive outcomes, such as critical thinking, shared problem-solving skills, and deep learning. Such outcomes require pedagogies that consider students’ backgrounds, including the cultural context in which they operate. This study reflects upon the role of culture through the lens of the Community of Inquiry Framework (CoI) and the elements of social - and teaching presence. German and Thai students were selected due to cultural differences in values of power distance, collectivism, and femininity. 20 in-depth interviews on students’ experiences with COL were conducted. Findings revealed differences in perceptions of and factors influencing social- and teaching presence across the two samples. German students were hesitant to initiate contact with non-familiar classmates through digital communication tools. The use of the camera overall supported social presence but also affected Thai students negatively, who were more concerned about the judgment, and emotions of classmates. Teaching presence differed as social media and messenger applications were more readily utilized for collaboration in Thai universities. While the presence of the lecturer in break-out rooms increased Thai students' voicing behavior, German students opened up as the lecturer was absent. The possible influence of educational-, national- and cybercultures is being discussed.

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Section: The Coi Framework and The Role Of Culturementioning

confidence: 99%

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Grothaus

2022

QRE

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“…At the same time, the possibility of continuing communications becomes an important predicate for the formation of successful adaptation strategies in the transition to a new learning format. D. Homer notes that "peer relationships and collaborative learning are the key to success" (Homer, 2022).…”

Section: Discussionmentioning

confidence: 99%

Problems of Student Communication in Online Learning

2023

European Journal of Contemporary Education

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Despite the lifting of epidemiological restrictions, online learning has not lost its relevance. There are noted the development of hybrid forms of education, the integration of traditional and remote work formats. In this regard, the relevance is the study of the communication process, which becomes a predicate of many dysfunctions in the education system. It is the communication between students and the teacher that is subject to the greatest transformations in the conditions of online learning. The purpose of the author's research is to analyze the experience of online learning for students of Russian universities, to identify the problems of communication between participants in the educational process in the new conditions. The authors used a set of general scientific research methods and analytical procedures (document analysis, comparative analysis, analysis of arbitrary contingency tables using the x2 criterion, etc.). A questionnaire survey of students of Russian universities was chosen as the key research method. Empirical data are presented by the results of two measurements: N1 = 1553 (2020) and N2 = 1107 (2021). The results of the study showed that in the conditions of online learning, students for the most part highlight such negative trends as "deterioration of communication skills" and "decrease in skills for live communication with a teacher". The personal experience of students during the pandemic led to a decrease in "technological optimism" and increased the importance of personal interaction with the teacher. Respondents who rated the quality of teacher feedback excellently feel less of such online learning problems as "routine" and "heavy workloads". The authors established the relationship between the choice of the form of education (online or traditional) and the assessment of feedback between students and the teacher. In the course of the study, an inverse relationship was established between the involvement of students in the educational process and the opportunity to ask a question (or make a comment during the lesson). Students with a high level of involvement in

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“…Due to the COVID-19 pandemic, online learning has grown in popularity in higher education contexts, and the CoI has captured the interest of multiple scholars (Homer, 2022). Theoretical interests and innovations in online education have shifted from concerns about organisational and structural constraints to worries about transactional (teaching and learning) issues (Garrison, 2007).…”

Section: Community Of Inquiry (Coi)mentioning

confidence: 99%

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Zhang¹,

Tur²

2023

INT J EDUC METHODOL

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<p style="text-align: justify;">As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.</p>

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Mature Students’ Experience: A Community of Inquiry Study during a COVID-19 Pandemic

Cited by 14 publications

References 67 publications

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Collaborative Online Learning across Cultures: the Role of Teaching and Social Presence

Problems of Student Communication in Online Learning

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

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