Welcome to the Community of Inquiry Workshop Chapters 7-9
SMART Learning Objectives
![Target Objective](/uploads/7/0/1/9/70199053/published/maxresdefault.jpg?1486582614)
After reviewing the content in this workshop, you should be able to perform the following:
1. Explain the challenge course designers face when designing e-learning courses.
2. Define online blended learning.
3. Describe the difference between synchronous and asynchronous learning formats.
4. Name the three aspects of teaching presence.
1. Explain the challenge course designers face when designing e-learning courses.
2. Define online blended learning.
3. Describe the difference between synchronous and asynchronous learning formats.
4. Name the three aspects of teaching presence.
![Adults Using Learning Technology](/uploads/7/0/1/9/70199053/published/mature-students-learning-computer-skills.jpg?1486582576)
Chapter 7 – Learning Technologies
Today’s learning technologies plan an important role in teaching and learning in education, allowing opportunities for shared learning and engagement not possible 20 years ago. The interactive nature of today’s instructional technology has facilitated the ability to incorporate the three presences of the community of inquiry. However, the interactive nature of today’s e-learning is not enough. Teaching in the form of carefully planned collaborative instructional design is required.
With the onset of Web 2.0 in the early part of the twenty first century, e-learning went from read-only Web 1.0 to today’s interactive format that facilitate collaborative learning and thinking. From Web 2.0, a number of collaborative web-based tools have emerged, including discussion boards, blogs, social networking, and course management system (CMS) applications that allow for the organization and delivery of educational content.
Social Media, while interactive, often only supports superficial relationship building, rather than effective collaborative learning experiences. Social media can serve to make students feel like a larger part of a community, but has yet to find a useful role in higher education.
Mobile learning including tablets, cell phones, and laptops, provide a means of convenient access to information, but primarily are used to support social media applications and brief interaction. Mobile learning devices often lack the potential to operate more complex software applications needed in true e-learning environments.
Massive Open Online Courses (MOOCs) are online courses widely available today, but limited in interaction. These courses involve the delivery of course content and interaction with instructions and others students by email and bulletin board postings with limited interaction or participation that does not encourage or support discourse. MOOCs popularity involves rapid deployment at a low institutional cost. The payoff for this model is demonstrated poor course completion rates.
E-learning is not about technology. Today’s sophisticated, inexpensive, and available technology is simply a catalyst to engaging learning opportunities. The challenge to course designers to make this technology work in a collaborative and constructive manner that facilitates discourse, critical thinking, and application of learned content (Garrison, 2017).
Today’s learning technologies plan an important role in teaching and learning in education, allowing opportunities for shared learning and engagement not possible 20 years ago. The interactive nature of today’s instructional technology has facilitated the ability to incorporate the three presences of the community of inquiry. However, the interactive nature of today’s e-learning is not enough. Teaching in the form of carefully planned collaborative instructional design is required.
With the onset of Web 2.0 in the early part of the twenty first century, e-learning went from read-only Web 1.0 to today’s interactive format that facilitate collaborative learning and thinking. From Web 2.0, a number of collaborative web-based tools have emerged, including discussion boards, blogs, social networking, and course management system (CMS) applications that allow for the organization and delivery of educational content.
Social Media, while interactive, often only supports superficial relationship building, rather than effective collaborative learning experiences. Social media can serve to make students feel like a larger part of a community, but has yet to find a useful role in higher education.
Mobile learning including tablets, cell phones, and laptops, provide a means of convenient access to information, but primarily are used to support social media applications and brief interaction. Mobile learning devices often lack the potential to operate more complex software applications needed in true e-learning environments.
Massive Open Online Courses (MOOCs) are online courses widely available today, but limited in interaction. These courses involve the delivery of course content and interaction with instructions and others students by email and bulletin board postings with limited interaction or participation that does not encourage or support discourse. MOOCs popularity involves rapid deployment at a low institutional cost. The payoff for this model is demonstrated poor course completion rates.
E-learning is not about technology. Today’s sophisticated, inexpensive, and available technology is simply a catalyst to engaging learning opportunities. The challenge to course designers to make this technology work in a collaborative and constructive manner that facilitates discourse, critical thinking, and application of learned content (Garrison, 2017).
![Blended Learning Image Representation](/uploads/7/0/1/9/70199053/published/dollarphotoclub-50758462.jpg?1486582556)
Chapter 8 – Blended Learning
Blended Learning, is a blend of online e-learning and classroom instruction. Because of this blend, it lends itself to social and teaching presences due to its interactive nature of spending time in the classroom combined with online e-learning in both asynchronous (non-interactive), or synchronous (live, interactive with others) formats. There are numerous studies that support the benefits of blended learning, including increased time on task, higher perceptions of learning, satisfaction, social, cognitive and teaching presence, and higher completion rates than strictly online or face-to-face courses.
Online blended learning is a form of e-learning that combines synchronous (verbal, live, interactive), with asynchronous (written, static, without interaction) online learning. Even though this type of learning lacks face to face interaction, it offering courses that combine synchronous and asynchronous formats toes provide significant advantages over MOOCs. Its interactive nature supports social presence and teaching presence, offering opportunities for increased dialog and collaboration which may lend itself to lower course attrition (Garrison, 2017).
Blended Learning, is a blend of online e-learning and classroom instruction. Because of this blend, it lends itself to social and teaching presences due to its interactive nature of spending time in the classroom combined with online e-learning in both asynchronous (non-interactive), or synchronous (live, interactive with others) formats. There are numerous studies that support the benefits of blended learning, including increased time on task, higher perceptions of learning, satisfaction, social, cognitive and teaching presence, and higher completion rates than strictly online or face-to-face courses.
Online blended learning is a form of e-learning that combines synchronous (verbal, live, interactive), with asynchronous (written, static, without interaction) online learning. Even though this type of learning lacks face to face interaction, it offering courses that combine synchronous and asynchronous formats toes provide significant advantages over MOOCs. Its interactive nature supports social presence and teaching presence, offering opportunities for increased dialog and collaboration which may lend itself to lower course attrition (Garrison, 2017).
![Creating Instructional Design](/uploads/7/0/1/9/70199053/published/slide6.jpg?1486582545)
Chapter 9 – Guidelines for Practice
Guidelines for practice in e-learning involves incorporating the three aspects of teaching presence (design, facilitation, and direct instruction) within the community of inquiry. To have an effective community of inquiry, academic goals must be the priority to keep critical thinking and discourse from turning into nothing more than a chat room.
Learning activities in online learning involve a shift from traditional listening and talking to reading and writing within the online medium. A properly designed course uses reading as a means to gain information and effectively “listen” to the views of other students and the instructor. Writing is used to communicate questions, ideas, and construct meaning within the community. Learning activities also involve distributing the responsibility of teaching presence to learners to help them increase their shared metacognition.
Teaching-Learning Guidelines involves disciplined delivery of the rules of teaching presence, and careful construction, planning, organization, and design of online or blended learning. The design and organization of online courses must incorporate tactics and best practices that incorporate social, cognitive, and teaching presences. The three presences must also be referenced and considered when designing courses to facilitate discourse, involve direct instruction, and use formative assessment.
(Garrison, 2017).
Guidelines for practice in e-learning involves incorporating the three aspects of teaching presence (design, facilitation, and direct instruction) within the community of inquiry. To have an effective community of inquiry, academic goals must be the priority to keep critical thinking and discourse from turning into nothing more than a chat room.
Learning activities in online learning involve a shift from traditional listening and talking to reading and writing within the online medium. A properly designed course uses reading as a means to gain information and effectively “listen” to the views of other students and the instructor. Writing is used to communicate questions, ideas, and construct meaning within the community. Learning activities also involve distributing the responsibility of teaching presence to learners to help them increase their shared metacognition.
Teaching-Learning Guidelines involves disciplined delivery of the rules of teaching presence, and careful construction, planning, organization, and design of online or blended learning. The design and organization of online courses must incorporate tactics and best practices that incorporate social, cognitive, and teaching presences. The three presences must also be referenced and considered when designing courses to facilitate discourse, involve direct instruction, and use formative assessment.
(Garrison, 2017).
Digitized BB-Collaborate Session #3
To view a video of a synchronous online workshop that reviews chapters 7-9 from the textbook E-Learning in the 21st Century - A Community of Inquiry Framework for Research and Practice, as well as a case study on how to introduce e-learning concepts in an organization, click on the YouTube video below. This video was conducted with EDT-8130 students along with guest students on Saturday, February 5th, 2017 (Garrison, 2017).
To view a video of a synchronous online workshop that reviews chapters 7-9 from the textbook E-Learning in the 21st Century - A Community of Inquiry Framework for Research and Practice, as well as a case study on how to introduce e-learning concepts in an organization, click on the YouTube video below. This video was conducted with EDT-8130 students along with guest students on Saturday, February 5th, 2017 (Garrison, 2017).
![Adult students taking a quiz](/uploads/7/0/1/9/70199053/published/exam80699889.jpg?1486582532)
Assessment
To assess your understanding of the concepts presented in this workshop, take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of CoI chapters 7-9 concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the below quiz, take an image of the screen in .jpg format, and email it to: [email protected]. I will review your answers and email you your results.
To assess your understanding of the concepts presented in this workshop, take the quiz below. This quiz involves application of the learning objectives to challenge your knowledge of CoI chapters 7-9 concepts presented in this workshop. To receive feedback for this assessment, take a screenshot of the below quiz, take an image of the screen in .jpg format, and email it to: [email protected]. I will review your answers and email you your results.
Reference
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge
Garrison, D. R. (2017). E-learning in the 21st century : A community of inquiry framework for research and practice. Abingdon, Oxon ; New York, NY : Routledge