Social presence in the 21st century: An adjustment to the <scp>C</scp>ommunity of <scp>I</scp>nquiry framework

Armellini, Alejandro; Stefani, Magdalena De

doi:10.1111/bjet.12302

Cited by 106 publications

(70 citation statements)

References 42 publications

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“…As Armellini and De Stefani (2015) observe, "the social element permeates most layers of cognitive presence," (p. 9) and SP "operate[s] well as a stand-alone construct (p. 11)."…”

Section: Cognitive Presencementioning

confidence: 99%

Democratizing digital learning: theorizing the fully online learning community model

Blayone¹,

vanOostveen²,

Barber³

et al. 2017

Int J Educ Technol High Educ

114

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The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong problem-solving, critical-thinking and collaboration competencies. With an established record of performance at the University of Ontario Institute of Technology (UOIT), Canada, the Fully Online Learning Community (FOLC) is one such model. This paper theorizes FOLC as a response to several problematics, including (a) the aforementioned demand for greater educational focus on higher-order competency development, (b) the deficiencies of distance education and MOOCs as learning models, and (c) a quest for new learning models that strengthen deliberation skills and deepen democratic experience. As a divergent fork of the Community of Inquiry model, FOLC describes collaborative learning as a symbiosis of social and cognitive interactions amplified through effective use of synchronous and asynchronous digital affordances. Furthermore, it models democratized learning communities that reduce transactional distance between learners and educators, incorporates authentic assessment, and encourages negotiated technology affordances and cognitive outcomes while distributing responsibility for constructive criticality. Having positioned FOLC conceptually, and addressed current limitations, a research agenda for extending its empirical foundations, and leveraging UOIT's EILAB affordances, is presented. The underlying argument is that self-regulating and transformative learning communities can be established and sustained in fully online environments, and that such communities (a) produce a diversity of beneficial learning outcomes, and (b) deepen the democratic functioning of learners and their social contexts.

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“…As Armellini and De Stefani (2015) observe, "the social element permeates most layers of cognitive presence," (p. 9) and SP "operate[s] well as a stand-alone construct (p. 11)."…”

Section: Cognitive Presencementioning

confidence: 99%

Democratizing digital learning: theorizing the fully online learning community model

Blayone¹,

vanOostveen²,

Barber³

et al. 2017

Int J Educ Technol High Educ

114

View full text Add to dashboard Cite

show abstract

“…The Community of Inquiry framework has generated considerable interest and has been widely adopted and studied by scholars and practitioners (Armellini &De Stefani, 2016;Xin, 2012;Annand, 2011;Rourke & Kanuka, 2009;Garrison & Arbaugh, 2007;Garrison, 2007). This framework has allowed the development of many studies of online learning in higher education; however, few authors have shown interest in assessing and critiquing learning in the Community of Inquiry.…”

Section: Critics Of the Theoretical Frameworkmentioning

confidence: 99%

“…Armellini and De Stefani's (2016) criticism of the CoI framework entails the way in which social presence interacts with teaching and cognitive presences as described by Garrison et al (2000). They claim that social presence has not performed well as a stand-alone construct.…”

Section: Critics Of the Theoretical Frameworkmentioning

confidence: 99%

“…They claim that social presence has not performed well as a stand-alone construct. Armellini and De Stefani (2016) argue that since the conceptualization of CoI, social presence has evolved and embedded itself in other two presences and has now become "the central construct of the framework" (p. 1212).…”

Section: Critics Of the Theoretical Frameworkmentioning

confidence: 99%

“…The literature by Lack (2013) points out that there have been few rigorous efforts to produce compelling evidence of the learning outcomes associated with online courses at the postsecondary level. Literature shows that the CoI model, with its limitations, has been one of the most commonly referenced theoretical frameworks for researching online education (Armellini & De Stefani, 2016;Moore, 2013;Xin, 2012;Swan & Ice, 2010;Anderson & Archer, 2010;Garrison & Arbaugh, 2007). However, one of the main limitations of the CoI framework is that it does not clearly define the boundaries between social presence and cognitive presence (Armellini & De Stefani, 2016); thus, its effectiveness is limited in describing students' online discourse and teachers' assessment of student critical thinking and interactions.…”

Section: Limitationsmentioning

confidence: 99%

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Teaching strategies that enhance the educational success of community college online students

Rodd¹

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Community colleges in the United States of America are an integral part of the higher education system. They serve students who may have life and time conflicts, students with multiple jobs and responsibilities, and students from various socio-economic backgrounds. The flexible scheduling and open admission policies of community college have provided broader higher education access to a diverse population of students. Over the years, the increasing cost of higher education has reduced student access to colleges; therefore, the number of students who can afford to attend college has declined. In an effort to meet the educational demands of these students, community college administrators and policymakers have introduced online education as a way to serve the educational needs of communities by increasing access, promoting completion, and providing an effective pathway through which students can enter four-year colleges or universities. As online education sustains its rapid expansion, it becomes necessary to continue developing strategies for establishing and maintaining quality in the design, curriculum and instruction of online courses (Malik, 2015). This case study is intended to add to the body of research of online education and teaching strategies that lead to student success. It explores how teaching strategies can enhance the learning process, course pass rates, and academic success for students in a community college educational environment.

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Exploring nursing students' need for social presence and its relevance to their learning preferences

Grech

2022

Nursing Open

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The ever-growing availability and use of online teaching and learning modalities by educators has also called for the consideration and examination of the various factors that can influence students' learning outcomes. One such commonly researched feature is the extent to which a programme offers a collaborative learning environment, that provides learners with the opportunity to work together, capitalizing on one another's resources and skills, towards knowledge acquisition (Chen et al., 2018). The Community of Inquiry (CoI) framework

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Social presence in the 21st century: An adjustment to the Community of Inquiry framework

Cited by 106 publications

References 42 publications

Democratizing digital learning: theorizing the fully online learning community model

Democratizing digital learning: theorizing the fully online learning community model

Teaching strategies that enhance the educational success of community college online students

Exploring nursing students' need for social presence and its relevance to their learning preferences

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