Rourke Cnie

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  • Rourke Cnie

    1. 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. 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. 3. SOCIAL PRESENCE TEACHING PRESENCE Supporting Discourse EDUCATIONAL EXPERIENCE Confirming Meaning Setting Climate Community of Inquiry Communication Medium COGNITIVE PRESENCE
    4. 4. Methodology <ul><li>Research synthesis (Ogawan & 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. 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. 6. Findings
    7. 7. Findings
    8. 8. Findings
    9. 9. 1. Richardson & 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. 10. 2. Shea, Li, & 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. 11. 3. Akyol & 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. 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. 13. Synthesis of Learning in CoI Didactic instruction, independent activities How? Low level, factual information What? A lot How much?
    14. 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. 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. 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. 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. 18. [email_address]

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