| 1. |
- Akyol, Z, et al.
(författare)
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A response to the review of the community of inquiry framework
- 2009
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Ingår i: Journal of distance education = Revue de l'enseignement à distance. - 1916-6818. ; 23:2, s. 123-136
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Tidskriftsartikel (refereegranskat)abstract
- The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in wide use to inform the practice of online and blended teaching and learning. For the CoI model to continue to grow and evolve, constructive critiques and debates are extremely beneficial, in so much as they identify potential problems and weaknesses in the model or its application, as well as provide direction for further research. In this context, the CoI framework was recently reviewed and critiqued by Rourke and Kanuka in their JDE article entitled “Learning in Communities of Inquiry: A Review of the Literature.” This paper is a response to this article and focuses on two main issues. The first issue is the focus of the review and critique on learning outcomes. The second issue concerns the representation, comprehensiveness, and methodology of the review.
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| 2. |
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| 3. |
- Ally, M., et al.
(författare)
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Learner use of learning objects
- 2005
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Konferensbidrag (refereegranskat)abstract
- This article reports findings from a study exploring the generativity (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) and discoverability (Friesen, 2001) of learning objects in the hands of the learner. Through the convergence of two separate pilot projects—the Canadian EduSource initiative through Athabasca University, and the researchers’ ongoing study of affective learning in online learning environments (Cleveland-Innes & Ally, 2004)—learner perspectives of learning object use and value was evaluated. Participants in the study of affective outcomes in the workplace worked independently with learning objects and outlined the interaction with learning object repositories and individual learning objects. Analysis of learners’ activity and response indicates that selection of learning object repositories and objects is based on personal needs and expectations for satisfying desired learning outcomes. Data analysis found pedagogical and contextual implications of learning object technology from the point of view of the learner. Results suggest that there is opportunity to combine learning object technology with consideration for learner engagement in designs that support lifelong learning principles and focus on learner development rather than the content or the technology. Cet article nous fait part des résultats d’une ́étude explorant la générativité (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) et la facilité à trouver (Friesen, 2001) des objets d’apprentissage entre les mains des apprenants. Grace à la convergence de deux projets pilotes distincts—l’initiative EduSource de l’Université Athabasca, et l’étude en cours des auteurs de l’apprentissage affectif dans des environnements d’apprentissage en ligne (Cleveland-Innes & Ally, 2004)—la perspective des apprenants à propos de l’utilisation et de la valeur des objets d’apprentissage a été évalué. Les participants à l’étude sur les conséquences affectives en milieu de travail ont utilisé des objets d’apprentissage de manière indépendante et ont souligné l’interaction entre les dépôts d’objets et les objets d’apprentissage individuels. L’analyse de l’activité et de la réponse des apprenants indique que le choix des dépôts d’objets d’apprentissage et des objets eux-memes est basé sur les besoins personnels et les attentes de l’apprenant sur les capacités des objets à satisfaire les besoins d’apprentissage. L’analyse des données a permis d’identifier des conséquences pé́dagogiques et contextuelles de la technologie derrière les objets d’apprentissage, du point de vue de l’apprenant. Les résultats suggèrent qu’il y a une opportunité de combiner la technologie soutenant les objets d’apprentissage et une péoccupation pour l’engagement de l’apprenant grâce à des designs qui soutiennent les principes de l’apprentissage à vie et se centrent sur le développement de l’apprenant plutôt que sur le contenu de la technologie.
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| 4. |
- Ally, Mohamed, et al.
(författare)
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Learner use of learning objects
- 2006
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Ingår i: Journal of Distance Education. - 1916-6818. ; 21:2, s. 44-57
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Tidskriftsartikel (refereegranskat)abstract
- This article reports findings from a study exploring the generativity (Gibbons, Nelson, & Richards, 2000; Parrish, 2004) and discoverability (Friesen, 2001) of learning objects in the hands of the learner. Through the convergence of two separate pilot projects—the Canadian EduSource initiative through Athabasca University, and the researchers’ ongoing study of affective learning in online learning environments (Cleveland-Innes & Ally, 2004)—learner perspectives of learning object use and value was evaluated. Participants in the study of affective outcomes in the workplace worked independently with learning objects and outlined the interaction with learning object repositories and individual learning objects. Analysis of learners’ activity and response indicates that selection of learning object repositories and objects is based on personal needs and expectations for satisfying desired learning outcomes. Data analysis found pedagogical and contextual implications of learning object technology from the point of view of the learner. Results suggest that there is opportunity to combine learning object technology with consideration for learner engagement in designs that support lifelong learning principles and focus on learner development rather than the content or the technology.
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| 5. |
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| 6. |
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| 7. |
- Arbaugh, B, et al.
(författare)
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Subject matter effects and the community of inquiry framework : An exploratory study
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 37-44
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Tidskriftsartikel (refereegranskat)abstract
- This paper integrates the emerging literatures of empirical research oil the Community of Inquiry (Col) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U S institutions Our results found significant disciplinary differences, particularly regarding cognitive presence, in soft, applied disciplines relative to other disciplines. These initial results suggest the possibility that the Col framework play be more applicable to applied disciplines than pure disciplines Our findings suggest interesting opportunities for future researchers to consider how the individual elements of the Col framework may influence and be influenced by academic disciplines and how the framework play need to be refined or modified to explain effective course conduct in pure disciplines.
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| 8. |
- Arbaugh, J.B, et al.
(författare)
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Developing a community of inquiry instrument : testing a measure of the Community of Inquiry framework using a multi-institutional sample
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
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| 9. |
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| 10. |
- Campbell, P., et al.
(författare)
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Affect as presence in the community of inquiry model
- 2005
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This interpretive approach to a mixed-method study examines the likelihood that an awareness of the role of emotion as presented by Damasio and LeDoux enhances individual student participation in computer-mediated conferencing. Consideration is given to emotion as an element of social presence as defined in the community of inquiry conceptual model, proposed by Garrison, Anderson and Archer. Respondents participated in an online workshop, during which they were asked how the role of emotion in cognition might be applicable to distance education. Surveys and interviews were conducted to determine the level of their knowledge of emotion and cognition at the outset. Transcripts of conference postings were examined for evidence that learning had or had not transferred. Exit interviews and surveys determined if the workshops had enhanced or not enhanced the experience of the participants in the computer-mediated conference. Three of twelve participants acknowledged that participation in the workshop did engender a positive change in their normal conference participation behaviour. Three of the remaining nine stated unequivocally that the workshop had no influence. The others were unable to contribute useful data due to technical difficulties or limited participation. Although data were insufficient to support the research question there was evidence that emotion should be a fourth presence – called emotional presence - defined as the extent to which participants in a community of inquiry are aware of and attend to overt feelings and covert emotions with the intention of facilitating learning. The community of inquiry model and the distinction between emotion and feeling need further study. The latter concepts require study in an online context.
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| 11. |
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| 12. |
- Cleveland-Innes, Marta
(författare)
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Adult student dropout at post-secondary institutions
- 1994
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Ingår i: The Review of Higher Education. ; 17:4, s. 423-445
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Tidskriftsartikel (refereegranskat)abstract
- A study of 233 nontraditional-age and 92 traditional-age university students investigated the utility of Vincent Tinto's model of student attrition for age-related sensitivity. Student variables considered include demographic, individual, educational, academic integration, social integration, and commitment factors. Results suggest the model fits data for nontraditional students better than for traditional students. (Author/MSE)
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| 13. |
- Cleveland-Innes, Marta, et al.
(författare)
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Affective learning outcomes in online workplace training : A test of course design
- 2005
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Konferensbidrag (refereegranskat)abstract
- The value of online education for outcomes in the cognitive domain has been established but there is less evidence of the value of online education in the generation of affective outcomes. Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. This presentation with outline practical implications for realizing affective outcomes in online environments.
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| 14. |
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| 15. |
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| 16. |
- Cleveland-Innes, Marta, et al.
(författare)
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Athabasca University eduSource project : Building an accessible learning object repository
- 2005
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Ingår i: Australasian Journal of Educational Technology. - 1449-3098 .- 1449-5554. ; 21:5, s. 367-381
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Tidskriftsartikel (refereegranskat)abstract
- Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process.
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| 17. |
- Cleveland-Innes, Marta, et al.
(författare)
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Back to the future : What’s next for the online community of inquiry?
- 2007
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Konferensbidrag (refereegranskat)abstract
- The academic and social domains are represented in the online community of inquiry model by three elements called presences: Social, cognitive and teaching presence. To date, much research has been done on this model, yet many questions regarding the complexity of online learning remain. What research has been done to validate this model, and what else do we need to explore the intricacies of the three presences?
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| 18. |
- Cleveland-Innes, Marta
(författare)
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Beyond the standard model : Disciplinary differences in online design and delivery
- 2005
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The rapid expansion of online design and delivery in higher education has occurred, for the most part, without careful consideration of what it means for curriculum design (Garrison & Anderson, 2003) or disciplinary differences (Kenaith, Hassam & Cleveland-Innes, 2005). This presentation will present faculty perspectives from multiple disciplines regarding the epistemological and teaching differences in the application of online education.
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| 19. |
- Cleveland-Innes, Marta, et al.
(författare)
-
Curriculum in the workplace: Beyond collaborative design to shared praxis
- 2001
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Konferensbidrag (refereegranskat)abstract
- The focus of this paper is the recent changes to the world of work and the response of workplace curriculum to these changes. The authors suggest that not only must workplace curriculum change, but the curriculum design process must respond to the changes. Curriculum design in varying workplaces and organisations is discussed. The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from sections 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75.
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| 20. |
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| 21. |
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| 22. |
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| 23. |
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| 24. |
- Cleveland-Innes, Marta, et al.
(författare)
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Higher education and post-industrial society: New ideas about teaching, learning, and technology
- 2010
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Konferensbidrag (refereegranskat)abstract
- Online learning offers the opportunity to examine and rethink the teaching and learning enterprise in education broadly. Online learning can be conceived of as the new distance education, where issues such as interaction and dialogue are introduced back into the distance education model. However, regardless of education delivery mode – face-to-face, online, distance or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of pedagogical practices previously unavailable in both distance and face-to-face higher education.
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| 25. |
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| 26. |
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| 27. |
- Cleveland-Innes, Marta, et al.
(författare)
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Learner independence and interdependence in online communities of inquiry : The case for teaching presence
- 2007. - 13
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Ingår i: Exemplary research in distance education, e-learning, and on related competence issues. - : Bibliotheks- und Informationssystem der Universität Oldenburg. ; , s. 91-107
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Konferensbidrag (refereegranskat)abstract
- Historically, a core value of distance education has been independent study shaped by oftenrigorous design protocols and support structures of the educational institution. However, morerecently, distance education appears to be in a process of re-examining the teaching and learningprocess. Peters (2002) states that education in general is experiencing a “radical and far-reachingrestructuring process …” (p. 26) and will have a disproportionate effect on distance education.According to Peters (2002), “the digital revolution has already begun and is well underway indistance education” (p. 34). Much of this centers around access and interactivity and “how usefulit is to become members of virtual communities of students” (Peters, 2002, p. 35). What is notclear is the exact nature of these interactions and communities and how these changes will modifythe core value of distance education – learner independence.The core question here is: to what degree should online distance education hold to the ideal ofindependent study? An argument is made for the importance of considering both learner independenceand interdependence in an online learning environment. Evidence is presented regarding theimportance of teaching presence in the determination of the role of online learner, particularly asit relates to independence and interdependence. Novice online learners and their instructors werequestioned regarding their reaction to the experience of being online. Responses were examinedin relation to the perceived need for learner independence and interdependence in onlinecommunities of inquiry.
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| 28. |
- Cleveland-Innes, Marta, et al.
(författare)
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Learning to feel : Education, affective outcomes and the use of online teaching and learning
- 2006
-
Konferensbidrag (refereegranskat)abstract
- Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery. Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.
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| 29. |
- Cleveland-Innes, Marta, et al.
(författare)
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Learning to feel : Education, affective outcomes and the use of online teaching and learning
- 2009
-
Ingår i: European Journal of Open, Distance and E-Learning. - 1027-5207. ; 2
-
Tidskriftsartikel (refereegranskat)abstract
- Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. Ten different organizations across Western Canada asked their call centre/help desk staff to participate in an online course on customer service. One hundred and one participants were randomly assigned to two types of online learning management systems. Data comparing results of the two groups are inconclusive in relation to delivery outcomes, but indicate there is potential for soft skill development and affective gain using online delivery. Both groups performed well on tests of knowledge regarding appropriate affect in customer service environments. Soft skill assessment showed small gains from time one to time two for participants studying in both platforms. Differences between groups were seen in two observations. There was greater engagement and interaction among participants in the WebCT group. Additionally, the WebCT group yielded higher exam scores, but differences between exam means were not statistically significant.
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| 30. |
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| 31. |
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| 32. |
- Cleveland-Innes, Marta, et al.
(författare)
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On being a social change agent in a reluctant collegial environment
- 2001
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Ingår i: Planning in Higher Education. ; 29, s. 25-33
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Tidskriftsartikel (refereegranskat)abstract
- Reviews a collaborative process established at the University of Calgary in the earliest stages of strategic planning and maintained throughout undergraduate curriculum redesign and implementation. Offers some lessons learned by the change agents operating within a reluctant environment, including: start with serious self-reflection, understand the change context, and balance passion for change with enlightened self-interest. (EV)
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| 33. |
- Cleveland-Innes, Marta, et al.
(författare)
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Online learning : Interaction is not enough
- 2005
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in students' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and whether students approached learning in a deep and meaningful manner. Structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning.
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| 34. |
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| 35. |
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| 36. |
- Cleveland-Innes, Marta, et al.
(författare)
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Principles of a learner centered curriculum : responding to the call for change in higher education
- 2005
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Ingår i: Canadian Journal of Higher Education. - 0316-1218. ; 35:4, s. 85-110
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Tidskriftsartikel (refereegranskat)abstract
- Using well-known tenets of student development and student success as a central organizing premise, it is suggested that higher education curriculum should include outcomes related to the development of students as competent, lifelong learners. This imperative is driven by demands on higher education to prepare graduates for complex, dynamic, and information based social and occupational experiences. Curricula that prepare students with appropriate knowledge and skills to manoeuvre a changed and changing society is in order. Labelled a learner-centred curriculum, this approach includes, but goes beyond, the already explored learner-centred instruction (Lieberman, 1994; McCombs & Whistler, 1997; SCCOE, 2000; Soifer, Young & Irwin, 1989) to content and skill development regarding the mechanisms of learning and growth.
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| 37. |
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| 38. |
- Cleveland-Innes, Marta, et al.
(författare)
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Role adjustment for learners in an online community of inquiry : Identifying the needs of novice online learners
- 2007
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Ingår i: International Journal of Web-Based Learning and Teaching Technologies. - 1548-1093 .- 1548-1107. ; 2:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This study outlines the process of adjustment learners experience when first participating in anonline environment. Findings from a pilot study of adjustment to online learning environmentsvalidate differences found in three presences in an online community of inquiry. Using pre- andpost-questionnaires, students enrolled in entry-level courses in two graduate degree programsat Athabasca University, Canada, describe their adjustment to online learning. Responses wereanalyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison,Anderson, and Archer (2000) as core dimensions of student role requirements in an onlinecommunity of inquiry. In each of these presences, five areas of adjustment characterize the movetoward competence in online learning: interaction, self-identity, instructor role, course design,and technology. Student comments provide understanding of the experience of first time onlinelearners, including the challenges, interventions, and resolutions that present themselves asunique incidents. Recommendations for the support and facilitation of adjustment are made.
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| 39. |
- Cleveland-Innes, Marta, et al.
(författare)
-
Social and academic interaction in higher education contexts and the effect on deep learning
- 2005
-
Ingår i: NASPA Journal. - 0027-6014 .- 1559-5455. ; 42:2, s. 241-262
-
Tidskriftsartikel (refereegranskat)abstract
- The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual variables and approaches to learning. Most importantly, Peer Interaction and Faculty Interaction have an effect on change in approach to learning over time. This demonstrates the potential of interaction in the learning context to affect not only learning outcomes, but also the way learning itself takes place.
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| 40. |
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| 41. |
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| 42. |
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| 43. |
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| 44. |
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| 45. |
- Cleveland-Innes, Marta, et al.
(författare)
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The instruction of research methodologies in graduate-level distance education degree programs
- 2002
-
Konferensbidrag (refereegranskat)abstract
- The field of distance education remains in an early stage of development. As recently as fourteen years ago, Shale (1988) suggested that distance education had asserted itself but could not define itself. Existing as a sub-field in education, distance education informs its practice from social science theory (education, psychology, sociology, anthropology) and the more recent professional field of education. The creation of a knowledge foundation all its own, based on sound empirical research leading to theory development, is now an imperative (Miller and Husman,1996; Garrison, 2000). Fostering the generation of original and innovative research in distance education requires redirection on several fronts, including research methods instruction of students in graduate distance education programs (Ramakrishna et al., 1999). The majority of graduate students in distance education come from a practitioner background (Monahan, 1994) and their focus has likely been on the critique and consumption of research findings rather than on the underpinnings and procedures for knowledge construction through research. In this short monograph, we argue that the best preparation for critiquing and assimilating the results of reported research is developed through an understanding of sound research design and methods, that an emphasis on basic research in graduate programs in distance education will encourage theory development in this maturing field and that a major emphasis during the period of graduate instruction in research methods must be placed on developing the intangible components of curiosity and intellectual excitement
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| 46. |
- Cleveland-Innes, Marta, et al.
(författare)
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The role of learner in an online community of inquiry : Instructor support for first time online learners
- 2009
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Ingår i: Web-Based Learning Solutions for Communities of Practice. - : IGI Global. - 9781605667119 - 1605667110 ; , s. 167-184
-
Bokkapitel (refereegranskat)abstract
- Students experiencing an online educational community for the first time experience adjustment in therole of learner. Findings from a study of adjustment to online learning from the instructor’s point ofview validate five main areas of adjustment identified in previous research: technology, instructor role,modes of interaction, self-identity and course design. Using a confirmatory research model, instructorsfrom two open and distance institutions were interviewed. Data confirmed that instructors also perceiveadjustment in the five areas of online experience identified by students. In addition, student adjustmentin these five areas can be understood in light of core dimensions of learner role requirements in anonline community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provideunderstanding of the experience of online learners, including the challenges, interventions and resolutionsthat present themselves as unique incidents. Recommendations for the support and facilitation ofadjustment are made. Funding for this research was received from the Athabasca University MissionCritical Research Fund.
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| 47. |
- Cleveland-Innes, Marta, et al.
(författare)
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The role of learner in an online community of inquiry : Responding to the challenges of first-time online learners
- 2008
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Ingår i: Solutions and innovations in web-based technologies for augmented learning. - : IGI Global.
-
Bokkapitel (refereegranskat)abstract
- Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of learner role requirements in an online community of inquiry. Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first-time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.
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| 48. |
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| 49. |
- Cleveland-Innes, Marta
(författare)
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the silent conversation
- 1996
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Ingår i: Making the Rounds in Health, Faith & Ethics. ; 1:22, s. 1-3
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Tidskriftsartikel (refereegranskat)abstract
- Presents the author's story of the lack of communication between her and her doctor. Erroneous, arrogant judgment calls of the doctor; Proving the doctor wrong as reason for staying well.
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| 50. |
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