The community of inquiry (CoI) was developed as theoretical framework that has been used to study the effectiveness of online learning (Garisson, Anderson, Archer; 2000). Garrison et al (2000) postulated through the combination of social presence, teaching presence, and cognitive presence, meaningful online learning can occur. The CoI framework has been used to examine and evaluate a multitude pedagogical areas including: evaluation of online discussions, enhancement of program rigor, identifying weaknesses online learning, highlighting the strengths of exemplar online educators, gain insight into first-time online learner challenges and predict student performance and satisfaction (Lowenthal & White, 2014).
Social presence, or a sense of community, can be conceptualized as the ability of participants to employ their unique, personal characteristics into the learning community; in this manner,
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5). In addition to instructional design and organization, building understanding and direct instruction are also key components of teaching presence (Anderson et al, 2001). Thus, an instructor’s ability to design, plan, structure, and organize online courses vastly increases in the absence of face-to-face interaction (Swan, 2003; 2004). Research suggests that teaching presence is a vital component in regard to student learning and satisfaction (Arbaugh & Hwang, 2006; Blignaut & Trollip, 2003; Garrison & Cleveland-Innes, 2005; Kanuka, Rourke, & Laflamme, 2007; Lim & Barnes, 2002; Meyer, 2003; Murphy, 2004; Shea, Fredericksen, Pickett, & Pelz, 2003; Shea, Pickett, & Pelz, 2004; Swan, 2003; Wu & Hiltz,
Technology is a must in today’s digital world. People communicate and interact with friends, family, and colleagues through technology. Community colleges and universities offer online learning. Schools incorporate
UTEP Blast: A Discourse Community Khaleb King University of Texas at El Paso UTEP Blast: A Discourse Community Introduction A Discourse Community is a group of people that share a set of goals or discourses and within this group, find ways to communicate about these set goals. Discourse Communities can mean having a spot on a sports team, being a part of a school club, and even your workplace can be considered a discourse community. To be accepted into a discourse community, one must be seen as a credible source, one that has knowledge on the topic at hand and can help the group reach the goals of the discourse community.
Chiefs Petty Officer Academy (CPOA) is an extremely effective tool to help refine leadership and understand one’s self. The CPOA course offers a vast opportunity for self reflection and learning how to communicate with a multitude of different personalities. There were a plethora of topics taught during the 5 week course; however the topics that had the greatest influence and inspiration for me personally were the Leadership Practices Inventory (LPI), Disc profile, and ropes course.
Tinto, V. (2000). What have we learned about the impact of learning communities on students?
Scouting for a Lifetime Millions… millions of discourse communities exist all around us each and every day. Facebook, Instagram, Snapchat, Twitter, Tumblr, and Group Me are just a few of the many examples of the functional discourse communities that our world consists of today. A discourse community is a group of people who share a set of discourses that are agreed upon as basic values and expectations and use communication to achieve set goals. There are six requirements to have a true discourse community. They must include: a community of people who share the same goals, regular communication, steady feedback and advice from one another, at least one means of communication that will assist in achieving an aspired goal, a lexis which is a
Although I do suggest that I lack much experience with on-line communities, the work I have been doing in this English 305 class with DaMoo has begun to alter my feelings of dissociation with on-line communities. I can not continue to have the preconception that on-line communities are used primarily for entertainment unless I consider talking on-line about a web article with Michael Day's class solely entertaining. Simply being able to discuss readings, work, and ideas with students and teachers who are in Illinois while I am in a California classroom is both fascinating and helpful.
"The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community." (n.d.): n. pag. Taylor and Francis. Web. 28 Feb. 2014.
The most important ways that Community Advisors can help to create an experience where students are supported and engaged are by being a pillar for their students, understanding the needs of the community, creating programing around it and helping the students to become leaders themselves. Being a pillar for your students means creating an environment where they feel comfortable coming to you about any problem and they know you will be there to listen, support and help lift them up, which once student feel safe in their home they become more engaged in school and their community. By creating programing around the issues on your floor students feel that their problems are being heard and become more engaged because their issues are being addressed
O'Malley, John, and Harrison McCraw. "Students perceptions of distance learning, online learning and the traditional classroom." Online journal of distance learning administration [Online] 2.4 (1999). Web. 10 Jan. 2014
The authors hypothesis involves the study of practicing teacher’s perceptions of their own participation in a distance learning course. The study further describes the correlations of the teacher’s perceptions and instructor’s expectations of the course, the authors intent was to better understand learner experience instead of cause and effect relationships (Broady-Ortmann, C. 2002, p. 110). The study’s findings and data analysis produced an Assertion Matrix consisting of both five course designer’s perceptions and five participant’s perceptions. The course designer’s perceptions represent documented course outcomes and the perceptions of the participants indicate how the course outcomes were perceived (Broady-Ortmann, C. 2002, p.
To build an online course there must be a process; this process needs to incorporate the methods of instructional design and applying these components into an online format. The overall end result is that the student learning outcomes are developed into instructional activities used for learning. Key decisions were made into developing the online design. Part of the process included documentation as to the online design, methods for interactivity, number of contacts with the faculty-member, and methods for online assessment and evaluation. One thing that was important to realize was that developing an online courses was different than developing a traditional face-to-face course. An article written by Nanette Johnson-Curiskis, a faculty member from Minnesota State University has provided some additional cons...
Today’s generation is like no other. The nation as a whole has completely evolved from past times, with technology being one of the greatest improvements. Traditionally, schooling takes place in a classroom setting, but, with the many modifications in our world’s system, we are able to assimilate more modern means of education, such as online learning. However, with many changes comes differences and requires adjustments. The online learning system has proven to be just as effective as traditional learning, with some minor differences, however, nothing of great significance. A few of those insignificant differences include online learning being convenient, especially for the non-traditional students,
His final suggestion to teachers is to, “fully reconsider their students’ specific needs and redesign their online courses and learning activities to involve their students.help them benefit from the online learning environment.” Works Cited Chia-Wen, T. (2013).
The implementation of online learning in many universities has proven to be a successful method of course delivery (Regan, Evmenova, Baker, Jerome, Spencer, Lawson, & Werner, 2012). Dickson-Dean, Galyen, and Moore (2011) proposed that online learning can promote successful learning opportunities for students as well as rewarding benefits for all educational stakeholders. Factors that contribute to the success of online learning include, but are not limited to, flexibility and accessibility, cost reduction, increased retention, and varied learning opportunities (Neely & Tucker, 2010). Online learning and associated technology is becoming increasingly adaptable and can be used to meet the educational needs of all students while providing opportunities for differentiated instruction (Krishnakumar & Kumar, 2011). Online learning provides both students and instructors with opportun...