| 1. |
- Bälter, Olle, et al.
(författare)
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Student approaches to learning in relation to online course completion
- 2013
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Ingår i: Canadian Journal of Higher Education. - : The Canadian Journal of Higher Education/la Revue canadienne d'enseignement superieur. - 0316-1218 .- 2293-6602. ; 43:3, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.
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| 2. |
- Cleveland-Innes, Martha
(författare)
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Student Demographic Change and Pedagogical Issues in Higher Education
- 2020
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Ingår i: Lifelong Learning Book Series. - Cham : Springer Nature. ; , s. 159-173
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Universities exist as central players in the higher education reform movement. This chapter identifies types of shifts underway and upcoming student characteristics and needs. This occurs in a complex context of other changes, all leading to possible changes in education delivery and faculty role change. Adjustments to education delivery along with faculty role redefinition will allow for more access to learning outcomes. It will also prepare diverse graduates to live, work, and thrive in a changing, complex, global society. Student-centered pedagogy that adds teaching about learning through flexible, personalized learning opportunities takes the pressure off faculty alone to improve teaching quality and prepares graduates for a lifetime of learning.
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| 3. |
- Cleveland-Innes, Martha, et al.
(författare)
-
Conclusions and further directions
- 2024
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Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 293-304
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Bokkapitel (refereegranskat)abstract
- This chapter concludes this book with a comprehensive summary and integrated conclusion based on its contents. Here, we present an application summary for each section, delving into the insightful chapters exploring the application of the Community of Inquiry framework. The summary is followed by the presentation of a thematic analysis of the recommendations presented throughout the chapters, resulting in eight broad themes that encapsulate the essence of the book. Moreover, we address some current challenges and issues associated with the Community of Inquiry framework, emphasizing the need for further investigation in specific areas. By immersing ourselves in the collective insights and implications woven throughout the book, this chapter offers a personalized and synthesized perspective, ultimately paving the way for future research endeavors in this captivating field.
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| 4. |
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| 5. |
- Cleveland-Innes, Martha, et al.
(författare)
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The Design of Digital Learning Environments : Online and Blended Applications of the Community of Inquiry
- 2024
-
Bok (refereegranskat)abstract
- The Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multimodal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activities guided by the framework; and current limitations and directions for further research.
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| 6. |
- Cleveland-Innes, Martha, et al.
(författare)
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The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
- 2014
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Ingår i: Challenges for Research into Open & Distance Learning. - Oxford. - 9789638955999 ; , s. 87-94
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Konferensbidrag (refereegranskat)abstract
- The Math Coach program provides help with mathematics instruction using online coaching. Instructive communication using text-based CMC with additional whiteboard capacity is used. Coachees range from sixth to ninth year of compulsory school, and upper secondary school (aged 12–19). Coaches are enrolled from students at teacher training colleges. Stenbom, Cleveland-Innes, & Hrastinski (2012) introduced a framework for analyzing online coaching called the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison, Anderson, & Archer ( 2000, 2001). Transcript analysis of Math Coach conversations indicates that emotional expression is a natural part of the practical inquiry process that constitutes cognitive presence.
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| 7. |
- Hrastinski, Stefan, et al.
(författare)
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Tutoring online tutors : Using digital badges to encourage the development of online tutoring skills
- 2018
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Ingår i: British Journal of Educational Technology. - : John Wiley & Sons. - 0007-1013 .- 1467-8535. ; 49:1, s. 127-136
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Tidskriftsartikel (refereegranskat)abstract
- Online tutors play a critical role in e-learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills.These skills were self-assessed during two weeks by online tutors in K-12 mathematics, who also wrote a self-reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K-12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges
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| 8. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Emotional presence in a relationship of inquiry : The case of one-to-one online math coaching
- 2016
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Ingår i: Online Learning. - : The Online Learning Consortium. - 1092-8235 .- 2472-5730 .- 2472-5749. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.
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| 9. |
- Stenbom, Stefan, 1982-, et al.
(författare)
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Examining a learning-driven relationship of inquiry : Discerning emotional presence in online math coaching
- 2012
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Konferensbidrag (refereegranskat)abstract
- This study explores emotional presence in a student-student online coaching setting. In this learner-driven, online exchange, students enrolled in a teaching program assist K-12 math students using an online relationship of inquiry model. Adapted from the online community of inquiry model, one-to-one online interaction is studied for multiple types of online presence and, in particular, the existence and possible effect of emotional presence. Preliminary findings identify that emotional presence exists as a separate experience in the online coaching exchange, but scores lower than other types of presence.
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| 10. |
- Stenbom, Stefan, Universitetslektor, docent, 1982-, et al.
(författare)
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Introduction to the Community of Inquiry theoretical framework
- 2024
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Ingår i: The Design of Digital Learning Environments. - New York : Routledge. ; , s. 3-25
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Bokkapitel (refereegranskat)abstract
- This chapter introduces this book and the Community of Inquiry theoretical framework that underlies the pedagogical applications described in it. We provide an overview of the learning settings described as communities of inquiry. A community of inquiry is a group of people who come together to learn as a group using scientific approaches characterized by collaborative and individual strategies. The contexts and roots of the collaborative and constructive learning paradigm are also discussed.The theoretical foundation of this book is the Community of Inquiry theoretical framework. This is the most established digital teaching and learning research framework for analyzing and designing learning experiences. Detailed descriptions of the framework's structure with Teaching Presence, Social Presence, and Cognitive Presence are included here, along with basic concepts, terminology, and empirical analysis tools. We also address some of the conceptual deliberations that surround the existing model.In the second part of the chapter, we provide an overview of all book chapters. The book is structured with five parts, encompassing a total of 15 chapters providing generic guiding principles, design for specific course conditions, and delivery applications. Chapters report research conducted and/or interpret the theoretical foundations of the practice of designing and delivering digital learning experiences.
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