Title: The online community of inquiry model - what's next ?
1The online community of inquiry model - what's
next ?
- Panel presentation
- Cleveland-Innes, M. Garrison, D.R.
- Ice, P.
- Shea, P.
- Swan, K.
-
2Agenda
- Brief introduction of CoI framework
- M. Cleveland-Innes
- Issues and next steps with the development of the
CoI framework - D.R. Garrison
- The place of emotional presence
- M. Cleveland-Innes
- Learner characteristics and perceptions of social
presence - K. Swan
- Socially rich technologies and the CoI
- P. Ice
- New research directions An investigation of the
CoI framework and the "Net Generation - P. Shea
3Community of Inquiry
- Deliberating
- Challenging
- Problem Solving
- Questioning
- Reasoning
- Connecting
The model is thoroughly social and communal ..
. a method for integrating emotive experience,
mental acts , thinking skills, and informal
fallacies into a concerted approach to the
improvement of reasoning and judgment.
Lipman, 2003
4Canadians Garrison, Anderson Archer, 2000
5Community of Inquiry Framework
Garrison, Anderson and Archer (2000)
Social Presence The ability of participants in a
community of inquiry to project themselves
socially and emotionally as real people
(i.e., their full personality), through the
medium of communication being used.
Cognitive Presence The extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry.
Teaching Presence The design, facilitation and
direction of cognitive and social processes for
the purpose of realizing personally meaningful
and educationally worthwhile learning outcomes.
6Ongoing research ad development
- http//www.communitiesofinquiry.com/
7IssuesCommunity of Inquiry Framework
8Community Of Inquiry
- The importance of a community of inquiry is that,
while the objective of critical reflection is
intellectual autonomy, in reality, critical
reflection is thoroughly social and communal. - Lipman, 1991
9Community of Inquiry Framework
Social Presence The ability of participants in a
community of inquiry to project themselves
socially and emotionally as real people
(i.e., their full personality), through the
medium of communication being used.
Cognitive Presence The extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry.
Teaching Presence The design, facilitation and
direction of cognitive and social processes for
the purpose of realizing personally meaningful
and educationally worthwhile learning outcomes.
10CoI Categories/Indicators
11Social Presence
- Social presence is defined as the ability of
participants in a community of inquiry to project
themselves socially and emotionally, as real
people (i.e., their full personality), through
the medium of communication being used. - (Garrison, Anderson Archer, 2000)
- Effect of medium not most salient factor
(contrary to Short, et al., 1976)
12SP Categories
- Open Communication
- Group Cohesion
- Affective Expression
13Social Presence
- The ability of participants to identify with the
community (e.g., course of study), communicate
purposefully in a trusting environment, and
develop inter-personal relationships by way of
projecting their individual personalities.
14Questions
- Have we placed too much emphasis on social
presence (SP) in supporting online and blended
communities of inquiry?? - Is SP a required precursor to cognitive presence?
15SP Group Identity
- Purpose can be the basis of shared social
identity (SP?). - If the purpose of SP is to communicate and
collaborate, salient group identity will increase
group cohesion. - A salient personal identity could in fact
undermine the shared group identity (p. 153) - Rogers Lea, 2005
16Nature of a CoI?
- Learning space or social space?
- Their use of the medium was functional,
organized, time-driven, and carefully evaluated.
(Conrad, 2002) - Manage pathological politeness (expectations
activities) - Build community judiciously (takes time)
17Cognitive Presence
- Extent to which participants critically reflect,
(re)construct meaning, and engage in discourse
for the purpose of sharing meaning and confirming
understanding.
18Practical Inquiry Model (Adapted from Garrison
Archer, 2000)
19Questions
- How do we move inquiry beyond the exploration
phase? - Does metacognitive awareness enhance the rate of
progression and quality of the inquiry process?
20CP Progression
- Greatest need for research.
- Cognitive presence is dependent upon purpose,
collaboration and leadership. - Progressing through the phases of inquiry can be
greatly facilitated by an understanding of the
expectations and the inquiry cycle.
21Teaching Presence
- The design, facilitation, and direction of
cognitive and social processes for the purpose of
realizing personally meaningful and educationally
worthwhile learning outcomes.
22TP Categories
- Design Organization
- Facilitation
- Direct Instruction
23Teaching Presence
- What is the role of teaching presence?
- How essential is TP?
24How Essential?
- The body of evidence is growing rapidly attesting
to the importance of teaching presence for
successful online learning - The consensus is that teaching presence is a
significant determinate of student satisfaction,
perceived learning, and sense of community.
25Contact Information
Dr. D. Randy Garrison Director Teaching Learning Centre University of CalgaryBioSciences Building2500 University Drive NWCalgary, Alberta, Canada T2N 1N4 Ph 403-220-6764FAX 403-282-0730garrison_at_ucalgary.ca
26The place of emotional presence
Dr. Martha. Cleveland-Innes
27Community of Inquiry
- Deliberating
- Challenging
- Problem Solving
- Questioning
- Reasoning
- Connecting
The model is thoroughly social and communal ..
. a method for integrating emotive experience,
mental acts , thinking skills, and informal
fallacies into a concerted approach to the
improvement of reasoning and judgment.
Lipman, 2003
28Social Presence .
- .. is defined as "the ability of participants in
a community of inquiry to project themselves
socially and emotionally, as real people (i.e.
their full personality), through the medium of
communication being used
29Cohesive Behaviours Vocatives
Addresses or refers to the group using inclusive pronouns
Phatics, salutations
Interactive Behaviours Continuing a thread
Quoting from others messages.
Referring explicitly to others messages.
Asking questions
Complimenting, expressing appreciation
Expressing agreement
Affective Behaviours Expression of emotions
Use of humor
Self-disclosure
30How emotional is the social ?
- 7/15 social expressions corresponded
significantly to more positive ratings of the
social environment. - addressing others by name
- complimenting
- expressing appreciation
- using the reply feature to post messages
- expressing emotions
- using humor
- salutations.
- Rourke Anderson, 2000
31- social-emotional literacy appears to be the most
complicated of all types of digital literacy - Eshet, 2004
- We argue that cognitive presence is more easily
sustained when a significant degree of social
presence has been established - Garrison, Anderson Archer, 2000
- Social or emotional presence?
32- . COI model does allude to some aspects of
instructor humanness, especially in the social
presence component, perhaps there is room in this
model for a more specific emphasis on the
emotional presence. How can one have a true
community without some aspect of emotional
attachment or involvement in the lives of those
who share that communal space? - Perry Edwards, 2005
33Emotions and Learning
- From brain research we know now that when we get
emotional about a task we are involved in
learning. Brain research has confirmed that
emotions are linked to learning by assisting us
in recall of memories that are stored in our
central nervous system. - Practically speaking, this means as designers
and educators need to create places that are not
only safe to learn, but also spark some emotional
interest through celebrations and rituals. - Fielding, 2006
34Data points
- Exploratory study of the impact of a concurrent
participatory online workshop about emotion - Re-examined pre-post questionnaires and CMC
transcripts - Extensive multi-disciplinary literature review
- Student/instructor interviews regarding emotion
online - Evaluation of EP items crossed referenced to
initial elements
35Definitions
- Affect influence or action in relationship to
feelings and emotions. -
- Emotions unconscious states that arise
spontaneously. - Feelings the conscious expression of emotion.
36Noticeable emotions online
- Pride Enjoyment Like Dislike Thankfulness
Appreciation Preference Irony / sarcasm
- Delight Emphasis Excitement Yearning Passion
Desire / hope Unhappiness Humor
37DELIGHT/HAPPINESS I have absolutely no complaints and really only praise!
EXCITEMENT I love the medium! For a non-verbal processor who needs time to think before replying this is an absolutely perfect way to learn. Being hostage in a classroom of folks who think out loud is painful for me, so this particular format is lovely.
YEARNING/WISHING In the face-to-face environment my favorite words are "what do you mean by that? Please explain." I miss that in on-line discussion (my question seems unimportant).
UNHAPPINESS I think that I was sometimes confused by interactions with others and even offended at times when people expressed ideas and opinions that were dismissive of others or even blatantly discriminatory in nature. Had I been a less driven individual, such experiences may have caused me to quit the program.
38Emotional Presence
39Indicators of emotional presence
- Emotion was expressed when connecting with other
students. (EP in SP) - The instructor acknowledged emotion expressed
online by students. (EP in TP) - Expressing emotion in relation to expressing
ideas was acceptable in this course. (EP in CP) - I felt comfortable expressing emotion through the
online medium. (EP in SP) - The instructor demonstrated emotion in online
presentations and/or discussions. (EP in TP) - I found myself responding emotionally about ideas
or learning activities in this course. (EP in
CP).
40Definition of Emotional Presence
- The outward expression of emotion by individuals,
and among individuals, in a community of inquiry,
as they relate to and interact with course
content, peers and the instructor. - Cleveland-Innes, 2007
41References
- Damasio, A. R. (1995). Descartes' error emotion
reason and the human brain. New York Quill. - Garrison, D. R., Anderson, T. Archer, W.
(2000). Critical Inquiry in a text-based
environment computer conferencing in higher
education. In Internet and Higher Education, 2
(2). pp 87-105. Retrieved September 14, 2006 from
http//www.atl.ualberta.ca/cmc/CTinTextEnvFinal.pd
f - LeDoux, J. (2002). The synaptic self how our
brains become who we are. New York Penguin. - Lehman, R. (2006). The role of emotion in
creating Instructor and learner presence in the
distance education experience. Journal of
Cognitive Affective Learning, 2(2) (Spring 2006),
12-26. Retrieved September 14 from
https//www.jcal.emory.edu//viewarticle.php?id45
layouthtml - ORegan, K. (2003). Emotion and e-learning.
Journal of Asynchronous Learning Networks, 7(3),
78-92. Retrieved September 14, 2006 from
http//www.sloan-corg/publications/jaln/v7n3/pdf/v
7n3_oregan.pdfsearch2222Emotion20and20E-Lear
ning2222 -
42A Rose is Only a Rose if I Think So Learner
Characteristics Perceptions of Social Presence
- Karen Swan, Kent State University
- LiFang Shih, University at Albany
43social presence
- the degree to which participants in computer
mediated communication feel socially and
emotionally connected - the ability of learners to project themselves
socially and affectively into an online community
of inquiry
44research to date
- social presence can be (strongly) felt by
participants in computer-mediated communication - (Walther, 1994 Gunawardena, 1995 Tu McIsaac,
2002) - and projected into text-based asynchronous
discussion using verbal immediacy indicators
alone - (Rourke, Anderson, Garrison Archer, 2001
Swan, 2002 2003)
45research to date
- perceptions of social presence are linked to
student satisfaction in online courses - (Gunawardena, Lowe Anderson,1997 Tu, 2002
Richardson Swan, 2003) - and to (perceived) learning from them
- (Walther, 1994 Gunawardena, 1995 Picciano,
2002)
46but (how) do perceptions of social presence
vary among learners?
- What factors influence perceptions of social
presence? - How do students perceiving differing levels of
social presence project themselves into online
discussion? - How do students perceiving differing levels of
social presence conceptualize online discussion?
47subjects setting
- 54 (/94) graduate education students enrolled in
4 classes complete online survey (2/3 female 2/3
with online experience ages 21-50)
MM
CE
Instructor A
Instructor B
48online survey
- demographic experiential information
- respondents asked to rate agreement with
statements (1-5 Likert scale) concerning - perceived presence of peers (8)
- perceived presence of instructor (5)
- satisfaction with instructor (1)
- perceived learning (4)
- perceived interaction (1)
49results
analysis of variance reveals significant
differences between courses (but not classes or
instructors) only differences between groupings
by student characteristics related to age (and
not gender, online experience, time spent in
course)
50results
perc. learning perc. interaction perc. SP of instrs. instructor satisfact.
low SP group 3.2 3.0 3.7 4.0
high SP group 4.8 5.0 4.9 5.0
quantitative comparison reveals meaningful
differences in perceptions between subjects
perceiving the most least presence
51qualitative analyses
- 5 subjects with the highest combined social
presence of peers ratings 5 with the lowest
combined ratings were identified for qualitative
analyses - content analysis of selected subjects use of
social presence indicators in discussion postings
using Swans (2002, 2003) coding protocols
Rourke, et al.s (2001) social presence density
index - structured interviews of selected subjects via
email and phone analyzed using thematic
cross-case analysis
52results
affective interactive cohesive total
low SP group 17.5 6.7 4.4 28.6
high SP group 26.3 10.0 6.0 42.3
quantitative content analysis reveals meaningful
differences in social presence densities between
subjects perceiving the most least presence
53resultsthematic content analyses
- all students reported changing communication
styles to adjust to asynchronous format, but
while high social presence subjects adopted a
more conversational style, low social presence
subjects adopted a more formal style
54resultsthematic content analyses
- all students reported learning from discussions,
but while high presence group believed they
learned from others postings, low presence group
thought they learned solely by articulating their
own ideas
55student perceiving high social presence
When I first read and responded to a discussion
question I felt that I had written all that I
could on the subject. After reading other
peoples comments on the same question, I was
able to take in different viewpoints and see if
it was something that I agreed with or totally
disagreed with. Without class discussions I would
have never thought twice about the question that
I had just answered.
56student perceiving low social presence
Some of the responses I read led me to believe
that some of the students in the class were
either ignorant about the subject matter, or too
stubborn in their way of thinking to take the
class content seriously.
57resultsthematic content analyses
- all students appreciated being asked to relate
course concepts to personal experience, but only
high presence group reported learning from
others experiences
58student perceiving high social presence
You can learn a lot from people who offer to
tell of their personal experiences and often you
can get a person that may have had that
experience themselves and offer to share their
version. Since you are not seeing the people you
are interacting with, there has to be a way to
make the online experience personable and
enjoyable.
59student perceiving low social presence
In class, you know, people come to class so that
you could see who is there and who is not,
whereas online it was not the case because you
couldn't see their faces. I couldn't put any
names with any of them, and sometimes, you know,
there were two people who had the same names and
it was difficult to tell who was who.
60conclusions
- course design can affect development of social
presence - age might also be a factor
61conclusions
- perceptions of presence are linked to its
presentation - students with differing perceptions of perceiving
have different conceptions of online discussion -
62implications for practice
- further research is clearly indicated on
relationship between learner characteristics
perceptions of social presence - courses should be designed for development of
social presence - special attention should be paid to faculty
development and student orientations -
63kswan_at_kent.edu
64SOCIAL PRESENCE OF PEERS 1. Online or web-based
education is an excellent medium for social
interaction. 2. I felt comfortable conversing
through this medium. 3. The Meet Your
Classmates section enabled me to form a sense of
online community. 4. I felt comfortable
participating in course discussions. 5. I felt
comfortable interacting with other participants
in the course. 6. I felt that other participants
in the course acknowledged my point of view. 7.
I was able to form distinct individual
impressions of some course participants. 8.
Online discussions enabled me to form a sense of
community.
65- SOCIAL PRESENCE OF INSTRUCTORS
- 9. The instructor created a feeling of online
community. - 10. The instructor facilitated discussions in
the course. - 11. I was able to form distinct individual
impressions of the instructor in this course. - 12. I felt comfortable conversing with the
instructor through this medium. - My point of view was acknowledged by the
instructor. - INSTRUCTOR SATISFACTION
- The instructor in this course met my
expectations.
66- PERCEIVED LEARNING
- I was able to learn from the online
discussions. - I was stimulated to do additional reading or
research on topics discussed in the online
discussions. - Participating in the online discussions was a
useful experience. - Participating in the online discussions enabled
me to form multiple perspectives. - PERCEIVED INTERACTIVITY
- 19. I thought there was a great deal of
interaction in the online discussions.
67 paralanguage (PL) features of text outside formal syntax used to convey emotion (eg. emoticons, punctuation) Someday . . . . . How awful for you -( Mathcad is definitely NOT stand alone software Absolutely!!!!!! Asteroff, 1985 Poole, 2000 Rourke, 2001
emotion (EM) use of descriptive words that indicate feelings (ie., love, hate, sad, silly, etc.) When I make a spelling mistake, I look and feel stupid I get chills when I think of. . . emergent
value (VL) expressing personal values beliefs, attitudes I think that commercialization is a necessary evil I feel our children have the same rights emergent
humor (H) use of humor teasing, cajoling, irony, sarcasm God forbid leaving your house to go to the library Now it is like brushing my teeth (which I assure you I do quite well) Gorham, 1988 Poole, 2000
self-disclosure (SD) sharing personal information, expressing vulnerability I sound like an old lady I am a closet writer We had a similar problem. . . Gorham, 1988 Rourke, 1999
AFFECTIVE INDICATORS
68greetings salutations (GS) greetings, closures Hi Mary Thats it for now, Tom Poole, 2000 Rourke, 2001
vocatives (V) addressing classmates by name You know, Tamara. . . I totally agree with you Katherine Christenson Menzel, 1988 Poole, 2000
group reference (GR) refering to the group as we, us, our We need to be educated Our use of the Internet may not be free Gorham, 1988 Rourke, 2001
social sharing (SS) sharing information unrelated to the course Happy Birthday!!to both of you!!! Bussman, 1998 Rourke, 2001
course reflection (RF) reflection on the course itself A good example was the CD-ROM we read about emergent
COHESIVE INDICATORS
69 acknowledge-ment (AK) refering directly to the contents of others messages quoting Those old machines sure were something! I agree that it is the quickest way Rourke, 2001
agreement/ disagreement (AG) expressing agreement or disagreement with others messages Im with you on that I agree I think what you are saying is absolutely right Poole, 2000 Rourke, 2001
approval (AP) expressing approval, offering praise, encouragement You make a good point Good luck as you continue to learn Right on! Rourke, 2001
invitation (I) asking questions or otherwise inviting response Any suggestions? How old are your students? Would you describe that for me Gorham, 1988 Rourke, 2001
personal advice (PA) offering specific advice to classmates Also the CEC website might have some references I would be happy to forward them emergent
INTERACTIVE INDICATORS
70 STRUCTURED INTERVIEW QUESTIONS What did you
think about when you were preparing to post a
message to the course discussion? Did you think
about how you would sound to others? Did you
think about how what you say would influence how
others think of you? Did you use any strategies
to put personal touches in your messages? If
so, why did you want to make yourself sound more
personal in online discussions? How did the ways
other students wrote their messages influence
your impressions of them? Did others language
use influence that of yours? If so, how? What
did you think about when you were responding to
others messages?
71Did you chose certain people to respond to? Have
you built a sense of bonding with those students?
Do you think a sense of bonding is important to
learning in asynchronous learning environments?
Why or why not? What were the criteria you used
while choosing which messages to respond
to? What are your impressions of your
instructor? How were these impressions formed?
From my observation of the online class
discussions, I noticed that your instructor
encouraged you to refer to your personal
experiences while answering most of the
questions? What do you think about this? Do you
think this made the discussions more
personal? Did your instructor's style of writing
influence the way you constructed your messages
in the class? If so, how?
72Did you notice that your instructor did not often
participate in the class discussions? What do you
think about this? Do you think they none-the-less
facilitated the class discussions? If so, how?
Would you prefer your instructor to participate
in discussions publicly instead of giving
private personal feedback to your postings? Why
or why not? Do you think it is important that
you have regular and personal interaction with
your instructor? Why or why not? As the tone of
your voice is not available in the online
environment, did you find it as a big constraint
when communicating with your peers? If so, what
did you do to overcome the constraints?
73Socially Rich Technologies the CoI Framework
Phil Ice University of North Carolina
Charlotte pice_at_uncc.edu
74Basis of the CoI
- Grounded in understanding the cognitive and
social processes in largely text-based,
computer-mediated environments (Anderson, Rourke,
Garrison Archer, 2001) - Premised on the ability of participants to
project their personalities and intent through
text alone (Swan, 2002)
75What is lacking?
- Relative low richness of text-based communication
may make ambiguous / open ended tasks more
difficult (Arbaugh, 2005) - Lack of paralinguistic cues prevents the use of
certain types of informal language that is
dependent upon nuance (Liu, Bonk, Magiuka, Lee
Su, 2005)
76Technologys Impact Audio Feedback as an Example
- The use of audio feedback was found to
- Be more effective than text in conveying nuance.
- Increase feelings of involvement and community
- Impact content retention and application
- Increase perceptions of instructor caring
- (Ice, Curtis, Phillips Wells, 2007)
77Audio and the CoI
- The following slides compare the findings of the
Summer, 2007 multi-institutional CoI instrument
validation (n 287) and a subgroup (n 63) that
received audio feedback but were not included in
the larger study - In the items addressed there was a significant
difference (p gt .05) in responses
78Teaching Presence 1
- The instructor was helpful in identifying areas
of agreement and disagreement on course topics
that helped me to learn. - Summer 2007 / mean 4.12
- Audio group / mean 4.41
79Teaching Presence 2
- The instructor encouraged course participants to
explore new concepts in this course. - Summer 2007 / mean 4.44
- Audio group / mean 4.63
80Teaching Presence 3
- Instructor actions reinforced the development of
a sense of community among course participants. - Summer 2007 / mean 4.36
- Audio group / mean 4.52
81Teaching Presence 4
- The instructor provided feedback that helped me
understand my strengths and weaknesses relative
to the courses goals and objectives. - Summer 2007 / mean 4.28
- Audio group / mean 4.64
82Social Presence
- Online or web-based communication is an
excellent medium for social interaction. - Summer 2007 / mean 3.90
- Audio group / mean 4.33
83Cognitive Presence 1
- I felt motivated to explore content related
questions. - Summer 2007 / mean 4.31
- Audio group / mean 4.52
84Cognitive Presence 2
- Reflection on course content and discussions
helped me understand fundamental concepts in this
class. - Summer 2007 / mean 4.37
- Audio group / mean 4.50
85Questions Remain
- More research is currently being conducted to
determine what accounts for the changes noted - Hypothesis Socially rich media / technologies
make online learning more effective by allowing
participants to enhance their ability to project
personality traits
86Further Research
- How do www2 technologies impact the CoI?
- How does virtual reality impact the CoI?
- Can the CoI be used to assess the effectiveness
of new technologies / techniques in online
courses?
87New research directions An investigation of the
CoI framework and the "Net Generation
Dr. Peter Shea University at Albany, State
University of New York
88Research results related to age
- Research on the generations done at UCF and
elsewhere - EDUCAUSE - new book free and downloadable
Educating the Net Generation - Quick hide The Millenials are coming!
89(No Transcript)
90Evidence from SUNY
- Other data on the issue of age and online student
satisfaction - N 24,231
- 40 colleges in SUNY 2yr, 4yr, Grads
- Similar to UCF results
91Satisfaction with OL Courses
92Satisfaction by age
93implications of research on satisfaction by age
- New research on net generation (e.g. Dede,
2005) - New learning styles? Heightened expectations
- Based on long-term exposure to technology-mediated
environments
94What they are gettingtext
95What they want/needimmersive multimedia
96What they want/needimmersive multimedia
97Evidence in support of age and multimedia
effects on online student satisfaction
98Evidence from SUNY studies
- N 24,231
- 40 colleges in SUNY
- Community colleges
- Four year colleges
- Graduate schools
99Satisfaction by course used multimedia (more is
better)
100Online degree? by age (Net Gen doesnt want what
we are offering?)
101But is age really that important?
- Correlations with student satisfaction in online
courses and (n24,231) - Weak correlations
- Gender (r.08)
- Age (r-.09)
- Employment (r.08)
- Distance (r.-08)
- Computer Skills (r.03)
102Everyone likes multimedia, not just net gen
(but presence of multimedia is not (yet?) a
strong correlate of online student satisfaction)
103Recent Research on CoI and Age
- Youngest age group (18-25) scored lower on
teaching presence than both older age groups - Both older age groups also reported greater
cognitive presence - Youngest students also reported the least
cognitive presence - But
- When age is held constant and student ratings of
the CoI factors are added to the regression
equation, the four CoI factors completely mediate
the effect of age on learning and overall
satisfaction.
104Recent Research on CoI and Age
- Age less important to both satisfaction and
learning online - Far more important
- Orchestration of the learning environment for
high degrees of teaching, social, and cognitive
presence - This orchestration is under the control of the
instructor and, when done well, the community of
learners participating in the class.