The affordances of the Community of Inquiry framework for self-directed blended learning in South African research

Bosch, Chantelle; Laubscher, Dorothy; Olivier, Jako

doi:10.4102/aosis.2020.bk210.02

Cited by 3 publications

(6 citation statements)

References 40 publications

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“…This again highlights the importance for educators to rethink their teaching role and to plan for the promotion of SDL skills when designing their BL courses. In addition to the three presences that the original CoI framework explored, several other presences have been identified in research, such as a learning presence, an agency presence, and an emotional presence (Bosch et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As discussed above, learning in blended environments requires students to be more self-regulated (Bosch et al, 2020). Shea and Bidjerano (2010) have examined student self-and co-regulation in online environments.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These concepts are key to other SDL conceptual frameworks as well (Brockett & Hiemstra, 2018;Candy, 1991;Garrison, 1997). Learning presence, therefore, features within the conceptual framework of SDL (Bosch et al, 2020); subsequently, we will use the term "SDL as learning presence" as an amalgamated concept.…”

Section: Literature Reviewmentioning

confidence: 99%

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Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Bosch

Laubscher²

2022

IJLTER

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Students often feel isolated when they do blended learning courses and they do not always have the necessary skills to work on their own. Blended learning courses need to be thoughtfully planned to actively involve students in the learning processes. Cooperative learning is an active teaching strategy that can assist students to engage in online and blended courses and is known to promote self-directed learning. The communities of inquiry framework is often used as a framework to design blended learning. In this study, we focused on an additional dimension of the communities of inquiry framework, namely courses learning presence, which is closely linked with self-directed learning skills. In this basic qualitative study, semi-structured interviews were conducted with post-graduate Mathematics Education students (n = 8) to establish their experience of the cooperative blended learning course. Data were coded and analysed using a deductive approach. The aim of this article is to describe how self-directed learning as learning presence can be enhanced through a cooperative blended learning course. The findings showed that the use of cooperative learning was a useful strategy to promote self-directed learning as learning presence. Furthermore, matters relating to motivation as a component of self-directed learning were incorporated into the design of the course, such as allowing students to manage their own learning, making the learning experience enjoyable, and providing encouraging feedback. Aspects of the course design that assisted in promoting self-directed learning as learning presence included the use of authentic tasks, allowing students to develop and apply their own learning strategies, and providing students with the opportunity to socially construct knowledge.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Bosch

Laubscher²

2022

IJLTER

Self Cite

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“…Nowadays, most HEIs provide a blend of presence and online courses, or, within a course, blended learning (BL), which basically means integrating technology into the educational arena. As Bosch et al (2020) point out, for BL to deliver the desired outcomes, the blend of didactic materials, the technology to be used and the activities must be carefully planned. BL provides flexibility to the students allowing for learning "any time, any place", which is a great advantage especially for adult education.…”

Section: Multimodality and Distance Learningmentioning

confidence: 99%

“…BL provides flexibility to the students allowing for learning "any time, any place", which is a great advantage especially for adult education. (Bosch et al 2020). BL is closely linked with MML, as BL incorporates the use of technology to the learning process.…”

Section: Multimodality and Distance Learningmentioning

confidence: 99%

The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.

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Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching

Sundgren¹,

Jaldemark²,

Cleveland-Innes³

2023

Computers and Education Open

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The affordances of the Community of Inquiry framework for self-directed blended learning in South African research

Cited by 3 publications

References 40 publications

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

The Paris Conference on Education 2022: Official Conference Proceedings

Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching

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