Strategic Tooling: Technology for Constructing a Community of Inquiry

Thompson, Penny; Vogler, Jane S.; Xiu, Ying

doi:10.9743/jeo.2017.14.2.10

Cited by 11 publications

(10 citation statements)

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“…It was possible that students' satisfaction was influenced more strongly by factors not related to their interaction on the discussion board. For example, students may have perceived the requirement of recording and posting a video online to be burdensome (Thompson, Vogler, and Xiu, 2017). The perception that posting a video required extra work could also lead to a decreased course satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…For example, it is possible that restricting video to lower stakes discussions, such as icebreakers, is sufficient for building social presence, since it can overcome the perceived distance between students and help put a face to a name. Providing guidelines for video length could also be helpful, as this would not only prompt students to present their ideas concisely but also make is easier for classmates to revisit the post (Thompson, Vogler, and Xiu, 2017). Meanwhile, the instructional team members, including the instructor, course designers, and teaching assistants, should be aware of the importance of providing sufficient scaffolding and in-time technical support, especially during students' first experience creating a video post.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Video Discussion Posts on Social Presence and Course Satisfaction

Xiu¹,

Thompson²

2020

ECEL

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Video is a rich medium that conveys more social cues than text. Use of video in an online discussion forum therefore has the potential to increase social presence in online learning environments. This experimental study compared a group using video for a portion of the required discussion posts to a group using only text in an online undergraduate course. While there was a correlation between perceived social presence and satisfaction with the course, there were no significant differences in perceived social presence or course satisfaction between the two groups. Open‑ended comments revealed a mix of positive and negative reactions to the use of video. This study highlights the need for continuing research on the use of video in online discussion forums to assess the benefits of video relative to its possible negative effect on “anytime, anywhere” flexibility

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effects of Video Discussion Posts on Social Presence and Course Satisfaction

Xiu¹,

Thompson²

2020

ECEL

Self Cite

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“…Cognitive presence refers to the experiences of meaning-making through the interactions in the online classroom. Thompson et al (2017) posited that cognitive presence experiences are where the hard work of knowledge construction happens. Cognitive presence is sustained and made possible through four progressive phases, starting with a triggering event, followed by exploration, integration, and, finally, resolution (DeNoyelles et al, 2014).…”

Section: Community Of Inquiry and Online Learningmentioning

confidence: 99%

“…The CoI framework portrays online learning as a collaborative process defined by three components: teaching presence, cognitive presence, and social presence (Thompson et al, 2017). Some of the factors influencing online learning stem from how the three forms of presence are facilitated (Szeto, 2015).…”

Section: Introductionmentioning

confidence: 99%

Transition to online learning by a teacher education program with limited 4IR affordances

Tsakeni

2021

RESSAT

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This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.

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“…These various behaviors in my best practices have afforded me many glowing reviews, comments, emails, and high student evaluations for many years. Thompson, Vogler, and Xiu (2017) posited that a combination of technology tools, social presence, teaching presence, and cognitive presence utilized by faculty in their online classrooms can greatly impact student success and attrition challenges. In my view, when faculty are overloaded with administrative pile-on's and to-do's, we have: (1) less time to create engaging technology tools with and (4) less patience to afford our learners.…”

Section: )mentioning

confidence: 99%

Metacognitive Mentoring Framework Reduce Student Attrition in Online Education

Portugal¹

2018

JIR

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This paper summarizes a veteran instructor's experience during a short, yet intensive mentorship within a Community of Practice (CoP) framework. As a member in a Participatory Action Research mentoring entry-level, College 100 learners. Key insights cultivated via a peer coaching and mentoring process helped takeaway from the coaching and mentoring process was the understanding of and new skills applied that work best with the student population. Having veteran experience instructing advanced learners for a variety of institutions, the educator learned that instructional techniques cannot be applied uniformly provides many of her best practices she uses in all her classrooms at many institutions she teaches for.

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Strategic Tooling: Technology for Constructing a Community of Inquiry

Cited by 11 publications

References 0 publications

Effects of Video Discussion Posts on Social Presence and Course Satisfaction

Effects of Video Discussion Posts on Social Presence and Course Satisfaction

Transition to online learning by a teacher education program with limited 4IR affordances

Metacognitive Mentoring Framework Reduce Student Attrition in Online Education

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