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Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
Rourke Cnie
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Rourke Cnie

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    • 1. Learning in Communities of Inquiry: A Review of the Literature <ul><ul><li>Liam Rourke </li></ul></ul><ul><ul><li>Randy Garrison </li></ul></ul><ul><ul><li>University of Calgary </li></ul></ul>
    • 2. Overview <ul><li>Learning in Communities of Inquiry (CoI) </li></ul>Didactic instruction, independent activities How? Factual information What? A lot How much?
    • 3. SOCIAL PRESENCE TEACHING PRESENCE Supporting Discourse EDUCATIONAL EXPERIENCE Confirming Meaning Setting Climate Community of Inquiry Communication Medium COGNITIVE PRESENCE
    • 4. Methodology <ul><li>Research synthesis (Ogawan &amp; Malen) </li></ul><ul><li>Databases: </li></ul><ul><ul><li>Proquest Dissertations and Theses </li></ul></ul><ul><ul><li>Google Scholar </li></ul></ul><ul><ul><li>CoI website </li></ul></ul>
    • 5. Did NOT Include <ul><li>non-CoI </li></ul><ul><ul><li>articles on e or b -learning outside of CoI </li></ul></ul><ul><li>Learning processes </li></ul><ul><ul><li>Content analysis of cognitive presence is not a measure of learning </li></ul></ul>
    • 6. Findings
    • 7. Findings
    • 8. Findings
    • 9. 1. Richardson &amp; Swan (2003) <ul><li>“ My level of learning that took place in this course was of the highest quality” 4.7/ 6 </li></ul><ul><li>Highest for individual projects and written assignments </li></ul><ul><li>Lowest for class discussion and group projects </li></ul>
    • 10. 2. Shea, Li, &amp; Pickett (2006) <ul><li>“ Overall, I learned a great deal in this course” </li></ul><ul><li>Mean = ? </li></ul><ul><li>r perceived learning, TP = .43 - .46 </li></ul>
    • 11. 3. Akyol &amp; Garrison (in press) <ul><li>“ I learned much in this course” </li></ul><ul><li>r perceived learning TP= 0.55 </li></ul><ul><li>Mean = ? </li></ul>
    • 12. 4. Hobgood (2007) No Ability to develop generalizations improved No Ability to integrate facts improved Yes Broadened my knowledge of subject No Q uality of learning improved by online discussion No Learned from peers
    • 13. Synthesis of Learning in CoI Didactic instruction, independent activities How? Low level, factual information What? A lot How much?
    • 14. Problems (3) <ul><li>CoI as a research program </li></ul><ul><ul><li>Few robust studies of learning </li></ul></ul><ul><ul><li>Self-report as a measure of learning </li></ul></ul><ul><ul><li>These self-reports as measure of learning in CoI </li></ul></ul>
    • 15. Solutions <ul><li>Self-reports via surveys : </li></ul><ul><ul><li>Rovai, Hobgood, Arbaugh </li></ul></ul><ul><li>SOLO taxonomy </li></ul><ul><ul><li>Kanuka, Schrire, Meyer </li></ul></ul><ul><li>Concept-mapping </li></ul><ul><ul><li>Hay (2007) </li></ul></ul><ul><li>Test blueprinting </li></ul>
    • 16. Problems: CoI as Model of E-learning Res Int Ex Trig Study 5% 21% 50% 10% Mean 6 19 63 13 Fahy (2002). 1 9 39 3 McKlin (2001). 10 26 53 11 Kanuka (2007) 9 33 41 14 Schirire (2004). 4 13 42 8 Garrison (2001). 4 28 52 16 Stein, D. (2007) 1 16 61 8 Vaughan (2005).
    • 17. Problems: CoI as a means to deep and meaningful learning Grades for participation Student assessment Little critical discourse Confront misconceptions Increases workload Reduce workload CoI Deep Learning
    • 18. [email_address]

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