1. This session will
use a wiki page
entitled
evaluatingacoi.
wikispaces.com
Take time
before we begin
to log-on or
create an
account at
Wikispaces.com
Directions are
included in your
handouts.
2. Theoretical Framework
Define teaching,
cognitive, and social
presence using the
Community of
Inquiry (CoI)
theoretical
framework, and
consider the
dynamic interconnectedness and
the need for balance
of each presence
(Garrison, Anderson,
& Archer, 2000).
Survey Data
Examine the CoI
survey and data
on students’
perceptions of the
degree of each
aspect of presence
and expressed
satisfaction.
Consider additional
survey items which
provide enhanced
student feedback.
Course Improvement
Propose elements
of course design
which target
different aspects of
presence with the
goal of balancing
perceptions of each
type of presence
and increasing
satisfaction.
4. “The reality is that the CoI theoretical framework
with its collaborative constructivist perspective
is essentially incompatible with traditional distance
education approaches that value independence and
autonomy over collaborative discourse in purposeful
Communities of Inquiry” (Garrison, 2012, p. 251).
5. Teaching Presence (TP) is . . .
“the design,
facilitation, and
direction of
cognitive and
social processes
for the purpose
of realizing
personally
meaningful and
educationally
worthwhile
learning
outcomes”
(Anderson, Rourke,
Garrison, & Archer,
2001, p. 5).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
6. Discourse Facilitation
Defining boundaries and ideas
Focusing the conversation on point or
allowing exploration of topic
Motivating with attention to students’
efficacy
Clarifying ideas and shared experiences
Instructional
Design &
Organization
Setting curriculum,
standards, targets,
scaffolding
Creating and implementing
course calendar
Managing netiquette
Providing feedback and direction
Direct
Instruction
Leading discussion,
summarizing ideas in play
Questioning and probing
Injecting of new knowledge
Designing methods,
activities
Selecting media or tools
Providing models
Offering direction for
technical support
(Garrison, 2007; van Shie, 2008, retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/concept-map.gif)
7. Social Presence (SP) is . . .
“the ability of
participants to
identify with the
group or course
of study,
communicate
purposefully
in a trusting
environment,
and develop
personal and
affective
relationships
progressively
by way of
projecting their
individual
personalities”
(Garrison, 2011, p.
34).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
8. Open Communication
Continuing threads
Quoting and referring to each
others’ statements when developing
one’s own responses
Complimenting and agreeing
Affective
Expression
Using humor, text styles,
emoticons to express
feelings
Expressing statements of personal
growth or thought processes
without risk
Group Cohesion
Encouraging and including
others
Using names and greetings
Expressing feelings
Using plural pronouns
Expressing a sense of
safety to speak without fear
of unfair treatment by any
member of community
Working together toward a
goal; mentioning the goal in
terms of each other’s
participation and valued
contributions
Garrison, 2007; van Shie, 2008, retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/concept-map.gif
9. Cognitive Presence (CP) is . . .
“the extent to
which
learners are
able to
construct and
confirm
meaning
through
sustained
reflection and
discourse”
(Garrison,
Anderson, &
Archer, 2001,
p. 11).
Figure adapted from (Garrison, Anderson, & Archer, 2000)
10. Four Stages of the Practical Inquiry Model
(Akoyol & Garrison, 2011)
Exploration
Triggering
Event
Puzzling
about a
topic
Recognizing
the problem
but not yet
working
Integration
Resolution
Exchanging
information
in discussion
Connecting
ideas
Testing or
defending
solutions
Recognizing
divergent
views
Offering
suggestions
or brainstorming
Finding
point of
convergence
Offering
tentative
conclusions
or solutions
Applying
new ideas
to problem
Applying
knowledge
to other
settings
11. Cognitive
In his seminal
work on
communities of
learners, Dewey
warned against
the dangers of
allowing any one
aspect of
presence to
overshadow
another aspect.
He wrote of the
necessity to
maintain
balance between
all groups of the
community.
(Tolu, 2013)
Teaching
Social
“The CoI is a generic theoretical framework that must
be viewed as a means to study collaborative
constructivist educational transactions – be they in
online, blended, or face-to-face environments.
The validation of this framework would also suggest
that it can be used as a rubric to test for
functioning communities of inquiry” (Garrison,
2012, p. 251, bolding not in the original text).
The degree of each aspect of presence shifts over time
during the administration of a course; social presence
may be stronger at first in a blended design (Akyol &
Garrison, 2008, 2011b).
12. Ten years of research demonstrated that
teaching presence is “a significant determinant
of student satisfaction, perceived learning, and
sense of community” (Garrison, Anderson, & Archer, 2010, p. 7).
“Despite a CoI’s learner-centered, socially rich
experience, learners demand instructional
presence and sharing of expertise from their
instructors” (Shea, Hayes, Smith, Vickers, Bidjerano, & Picket, 2012).
13. Percentage Very/Dissatisfied Students
After employing
strategies to
improve
teaching
presence, the
percentage of
positive student
perceptions
of teaching
presence
in the course
increased,
and negative
responses
decreased.
Improving Teaching Presence
25.00
20.33
20.00
15.50
15.00
13.33
12.00
10.00
12.25
11.67
11.00
8.67
5.00
1.00
0.00
1
Teaching Presence Average
Series1 Fall
20.33
Class #1
Series2 Winter
12.00
Class #2
Series3 Spring
Class #3
8.67
2
Social Presence Average
13.33
3
Cognitive Presence Average
15.50
11.67
12.25
1.00
11.00
Three Small Enrollment Course Designs Adjusted with Targeted
Improvements to Teaching Presence
Over a Period of Three Terms (N = 25-35)
(CoI survey retrieved from http://communitiesofinquiry.com/methodology )
14. (Bonk & Zhang, 2008; Lehman & Conceição, 2010; Stavredes, 2011)
1. Scavenger hunt: Create a synchronous or asynchronous scavenger hunt to orient
students within the learning management system
2. Course calendar: Develop, distribute, and post a complete and thorough course calendar
with specific directions, deadlines, and objectives/rubrics
3. Chronological template: Chronologically organize study materials and assignments;
include TED talks, MOOC segments, and podcasts (consider a program design template)
4. Scaffolding strategies: Construct “soft” scaffolded assignments with lessening support
5. Clear directions: post audio, video AND text-based directions and technical support
6. Clear expectations: Visibly post minimum forum expectations and samples (take care
to post samples that will not impair creative response to assignments)
7. Prompt feedback: Provide text feedback, audio feedback and combinations of audio
and written feedback (Ice, Curtis, Philips, & Wells, 2007)
8. Coffee-shop talk: Create an “open” forum for off-topic conversations or help-needed
question and answer
15. 9.
Options: Provide choices
10. Chunks: Present instruction and assignments in segments
11. Goals: Require students to set goals and track progress
12. Communication: Create clarification/muddy point forum
13. Application: Assign authentic case studies (later have
students create their own case studies to share and to resolve)
14. Tension: Assign or take minority or unpopular view in
discussions (may use surveys to determine minority view)
15. Reflection: Ask students to reflect on and connect new
learning to life situations
(Dennen & Bonk, 2007)
16. Phases of Engagement Model (Conrad & Donaldson, 2012)
Manage large groups of
students with one-on-one
interaction on ice-breakers
and finding commonalities
Suggestion to
Enhance
Teaching
Presence:
Apply the
Phases of
Engagement
Model
Help pairs share and
move to consensus on
content-specific tasks
including reflection
Guide or assist small 3-5
person contract-based
teams to complete tasks
that build real world skills
Act as fellow learner &
guide while students take
more responsibility in
learner-initiated/led tasks
Empower learners to
reflect, recognize personal
growth, and apply content
knowledge for their own career
or daily needs
17. Choice of Assignments:
Address Same Objective
Template: Introduce
new skill OR begin a task
Webliography
Wiki:
Glossary of
terms, ideas
, & links
Pro/Con Wiki Debate:
Defend both sides
Muddiest
Point
or
Vitals
Check:
Wiki or
DB
Forum
Case
Studies:
Resolve
Using
Groups
Wiki Pictionary:
Describe/Define and
Collaborate (Low-Risk
Activity)
18. Social presence is critical if learning occurs because of dialog
and collaboration. Students must be present, feel
present, engage with others in a safe environment for exploring
and applying new knowledge (Garrison, 2011).
In years past, researchers established that it is possible
to be feel and to project oneself socially in a virtual
world (Gunawardina, Lowe, & Anderson, 1997; Rovai 2002).
Perceptions of social presence are linked to student satisfaction
and perceived learning outcomes (Richardson & Swan, 2003;
Swan, Garrison, & Richardson, 2009).
High levels of social presence were most necessary at the
beginning of a course, but as the group bonds, the need for
social presence lessens, and teaching and cognition are more
in the foreground (Akyol & Garrison, 2008).
19. Improving Social Presence
After employing
SP
improvement
strategies, the
percentage of
positive student
perceptions of
SP
increased, and
negative
responses
decreased.
Percentage Very/Dissatisfied Students
30.00
24.67
25.00
21.50
20.00
17.33
15.00
13.67
11.50
10.67
10.00
5.00
5.00
4.50
3.67
0.00
1
2
Social Presence Average
Series1 Fall
Class #1
17.33
24.67
21.50
Series2#2 Winter
Class
10.67
13.67
11.50
Series3#3 Spring
Class
3.67
5.00
4.50
Teaching Presence Average
3
Cognitive Presence Average
Three Small Improvement Course Designs Adjusted with Targeted
Improvements to Social Presence
Over a Period of Three Terms (N=25-35)
(CoI Survey retrieved from http://communitiesofinquiry.com/methodology )
20. When
students
respond with
dissatisfaction
about
measures of
social
presence, they
are saying that
they did not
interactive
effectively or
feel
comfortable
online.
Send a Welcome
E-mail to Class
Greetings, and
welcome to our ABCD123 course. Join us for
a scavenger hunt . . .
Class Roster
Wiki: SelfIntroduction
with Photo
)
Try Brookfield’s
Discussion Techniques
with the CoI framework
Face2Face or Synchronously
(Armstrong & Thornton, 2012)
Post Rules:
Discourse
Netiquette
21. Social and teaching presence create the path to engagement and
reflection necessary for higher levels of cognition (Garrison, 2007;
Swan, Garrison, & Richardson, 2009, bolding not in the original text).
“70% of the variance in the online students’ levels of cognitive presence, a
multivariate measure of learning, can be modeled based on their reports of
their instructors’ skills in fostering teaching presence and their own
abilities to establish a sense of social presence” (Shea & Bidjerano, 2009).
Difficulties noted in attaining higher levels of cognition on discussion
forums were attributed to types of questions posed (Garrison & Arbaugh, 2007;
Garrison & Cleveland-Innes, 2005, bolding not in the original text).
Students proceed to higher levels of cognition when given a specific
problem to resolve or provided with directives that demand
integration and resolution, operation at top cognitive levels (Shea &
Bidjerano, 2008, bolding not in the original text).
22. Improving Cognitive Presence
16.00
14.67
Percentage Very/Dissatisfied Students
Cognitive
presence may be
the most
important aspect
of a class, being
as the goal of
teaching is
learning, but it
may be the most
difficult to
establish partly
due to its
reliance on
teaching and
social presence
14.00
12.00
10.00
9.00
9.50
9.00
8.00
6.67
6.00
4.33
4.00
2.00
0.00
0.00
1
Teaching Presence Average
Series1
14.67
Class #1 Fall
Social Presence Average
2
3
Cognitive Presence Average
11.00
11.50
Series2
Class #2 Winter
9.00
9.00
9.50
Series3
6.67
4.33
0.00
Class #3 Spring
(Arbaugh 2007;
Garrison, & ClevelandInnes, 2005).
11.50
11.00
Three Small Enrollment Course Designs Adjusted with Targeted Improvements to
Cognitive Presence
Over a Period of Three Terms (N= 25-35)
(CoI Survey retrieved from http://communitiesofinquiry.com/methodology )
23. Suggestions to Improve
Cognitive Presence
1. Repeated practice: Provide several opportunities for
practice on a desired objective: Increase the number of wikis in
the course to improve social presence and collaboration. See
(West & West, 2009)
2. Multiple demonstrations and sample target papers:
Improved the process for Peer Review and Case Study
responses using a combination of tasks: DB (exploration) >
Wiki (integration) > Journal (reflection)
3. Varied and connected discussion tasks:
Structured, scaffolded, role play, debate mixed methods in
discussions (Darabi, Arrastia, Nelson, Cornille, & Liang, 2011)
4. Posed divergent or minority points of view: Assigned
or argued in discussion, wiki, & journal topics to challenge
critical thinking or reflective responses (Dennen & Bonk, 2007)
5. Assigned reflection: Various activities for Journals & Wiki
for personal and shared reflection (Conrad & Donaldson, 2012)
24. Suggestion to Improve Cognitive Presence
Employ Combinations of Interactive Tools
in a Series of Related Assignments
Journal or Blog
Design
Features
Discussion Board
Wiki
Author centered
reflection, author-owned,
static, linear, comments
at the end, static ,
chronological, single
post
Topic centered and
comment driven threads
and postings, static,
collaborative, linear
Document centered,
collaborative creation,
constantly changing edited by
entire group; all interactive;
nonlinear
Reading responses,
notes, reflections on
topics, summaries,
evaluations, rough drafts
of projects
Self-introductions, role
play, exploration, case
studies, debate, sharing
of ideas & some media
Creating documents, projects,
sharing media or resources,
building pages, analysis,
brainstorming
Graphic
Illustration
Possible
Uses
25. Collaboration Activity
Participants are grouped in
manageable-sized
groups, preferably 3-5.
Groups will address one of
the forms of presence:
Teaching, Cognitive, or
Social.
Each group will find its own
previously created and
labeled Wikispace.com page
on ImprovingaCoI.
To build the wiki page, each
group will describe activities
which could enhance the
aspect of presence that they
have been assigned.
After the conference
ends, your presenter will edit
and combine all entries to
form one wiki page from the
conference which will be
accessible to you and editable
by you for as long as Wiki
Go to
Improvingacoi.wikispaces.com
Login (make an account)
Find your group page. Click on
it to open it for editing. Add
ideas for activities to consider.
Troubles? Check the How to
Use Wikispaces Handout in
your packet of materials.
26. Contribute ideas that you have regarding activities/practices
that could improve Teaching Presence to your group wiki page.
Instructional Design Strategies
Facilitative Discourse Techniques
Direct Instructional Tools
27. Contribute ideas you have regarding activities/practices that could
improve Social Presence to your group wiki page.
Affective Expression
Open Communication
Group Cohesion
28. Contribute ideas that you have regarding activities/practices
that could improve Cognitive Presence to your group wiki page.
Triggering
Exploration
Integration
Resolution
29. Learning
Presence
“The findings from
this study underscore
the importance of
quality of teaching
presence and social
presence, but also the
fact that rankings of
cognitive gains are
likely to depend on
the characteristics the
learner bring to the
learning environment
when quality of
teaching or the
quality of social
interaction are low or
inadequate”
(Shea &
Bidjerano, 2012, p.
326)
Structuring
environment
Managing time
and tasks
Seeking help
Self-evaluating
performance
Teaching
Presence
Cognitive
Presence
Setting goals
Social
Presence
Shea & Bidjerano, 2010, 2012
30. Current research:
the construct of
metacognition may
be related to the
aspect of cognitive
presence in a CoI
Knowledge
of
Cognition
Monitoring
of
Cognition
See the
metacognition
survey items which
have been recently
introduced for
research
development in the
handouts for the
session.
Cognitive
Presence
Regulation
of
Cognition
Adapted from (Garrison & Akyol, 2013; see also Akyol & Garrison, 2011a, 2011b)
31. New Research on CoI Survey Items:
Emotional Presence
Emotions could
act on all aspects
of presence.
Novice students
must learn to act in
a virtual
environment;
instructors who are
sensitive to
emotional presence
present
interventions to
allow students to
adjust and learn
(Cleveland-Innes &
Campbell, 2012).
Emotional Presence
Emotional Presence: “the outward expression of
emotion, affect, and feeling by individuals and among individuals
in a community of inquiry, as they relate to and interact with the
learning technology, course content, students, and the instructor”
(Cleveland-Innes & Campbell, 2012, p. 283).
32. References
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