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The wiki way of learning
- Australasian Journal of Educational Technology
"... This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction ..."
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Cited by 20 (1 self)
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This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction instead of just individual performance. Moreover, wiki based learning involves community ideals and challenging modes of interaction for both learners and instructors. The paper begins by summarising the wiki way of learning. It presents a recent study conducted in a classroom environment into how students conceptualised wiki use and uses a case study of a course in mobile workforce technologies to present the basis for a wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education environment.
An exploration of the relationship between indicators of the Community of Inquiry Framework and retention in online programs
- Journal of Asynchronous Learning Networks
, 2009
"... *Authors listed in alphabetical order to denote equal contributions. As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the var ..."
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Cited by 11 (3 self)
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*Authors listed in alphabetical order to denote equal contributions. As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.
Student Perceptions of the Relationship between Indicators of Teaching Presence and Success in Online Courses
"... The Community of Inquiry Framework posits teaching, social and cognitive presence interact to create the learning experience in online environments (Garrison, Anderson & Archer, 2001). To date, considerable research has been conducted which employs the framework with promising results (Akyol et ..."
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Cited by 9 (1 self)
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The Community of Inquiry Framework posits teaching, social and cognitive presence interact to create the learning experience in online environments (Garrison, Anderson & Archer, 2001). To date, considerable research has been conducted which employs the framework with promising results (Akyol et al., 2009). However, significant work is needed to understand the interactions of the three presences and the impact of specific indicators on learning outcomes. This study uses a mixed methods approach to explore student perceptions of the impact of the indicators of Teaching Presence on their success in online courses. Analysis revealed that level may be a significant factor in determining which of the 13 indicators are considered most critical to success. Suggestions for application of results are included.
Social presence within the community of inquiry framework
- International Review of Research in Open and Distance Learning
, 2011
"... The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framew ..."
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Cited by 6 (0 self)
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The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social con-structivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a mean-ingful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cogni-tion may be achieved through wide and varied combinations of learner–teacher, learner– content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.
Effective Instructor Feedback: Perceptions of Online Graduate Students
"... This descriptive study explored online graduate students ' perceptions of effective instructor feedback. The objectives of the study were to determine the students ’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?”) and the process of ..."
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Cited by 4 (0 self)
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This descriptive study explored online graduate students ' perceptions of effective instructor feedback. The objectives of the study were to determine the students ’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?”) and the process of effective instructor feedback (“how should effective feedback be provided?”). The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.
GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools
"... Abstract: Virtual Learning Environments (VLEs) are becoming increasingly popular in online education environments and have multiple pedagogical advantages over more traditional approaches to education. VLEs include 3D worlds where students can engage in simulated learning activities such as Second ..."
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Abstract: Virtual Learning Environments (VLEs) are becoming increasingly popular in online education environments and have multiple pedagogical advantages over more traditional approaches to education. VLEs include 3D worlds where students can engage in simulated learning activities such as Second Life. According to Claudia L'Amoreaux at Linden Lab, “at least 300 universities around the world teach courses and conduct research in Second Life. ” However, to date, VLEs have been very limited in use for K-12 education. One option for secondary schools was developed by Game Environment Applying Real Skills (GEARS) and can be used in online or traditional schools. The 3D VLE is named ARC: The Impending Gale. This program has been used successfully for over a year as part of the Lincoln Interactive online curriculum. ARC allows students to create their own custom avatar and enter the educational environment. The actual content of the game differs depending on the subject the student is taking. Current courses include earth science, geography, pre-algebra, and spanish. The 3D VLE experience is designed to serve as a reinforcement of the concepts learned in the traditional lessons. The game environment itself has been very well received by students primarily because many of the continued development features were derived from student suggestions. One unique feature that was most requested was the inclusion of voice chat. Voice chat was only added as part of the ARC headquarters where students were able to meet before going out into the game world for their own specific content. The
The Dynamics of Open, Peer-to-Peer Learning: What Factors Influence Participation in the P2P University?
"... Online learning has matured as a mechanism that can change how we deliver education. Open education resources are proliferating, and institutions are creating massive open online courses (MOOCs). In addition, efforts are underway to develop platforms that allow individuals to create, lead, and parti ..."
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Cited by 3 (1 self)
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Online learning has matured as a mechanism that can change how we deliver education. Open education resources are proliferating, and institutions are creating massive open online courses (MOOCs). In addition, efforts are underway to develop platforms that allow individuals to create, lead, and participate in their own courses. This bottom-up, peer-to-peer model of education illuminates new dilemmas. For example, open learning environments are heavily dependent on voluntary individual participation, but such participation is difficult to foster. In this paper, we use log data from the Peer 2 Peer University (P2PU) to explore factors related to active participation in a series of teacher, professional development courses (the P2PU School of Education). We employ learning analytics to identify how features such as course page design and course organizer activity interact with new and returning participants to foster increased participation in open learning groups. 1.
Learning analytics considered harmful
- Journal of Asynchronous Learning Networks
, 2012
"... This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics ..."
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Cited by 3 (0 self)
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This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online courses, the community must address this issue also in the context of the potentially “harmful ” application of learning analytics.
Student Ratings of the Importance of Survey Items, Multiplicative Factor Analysis, and the Validity of the Community of Inquiry Survey. The Internet and Higher Education 13(1–2): 22–30
, 2010
"... a b s t r a c t a r t i c l e i n f o This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple rating measures to validate the survey's tripartite structure (teaching presence, social presence, and cognitive presence). In prior studies e ..."
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a b s t r a c t a r t i c l e i n f o This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple rating measures to validate the survey's tripartite structure (teaching presence, social presence, and cognitive presence). In prior studies exploring the construct validity of these 3 subscales, only respondents' course ratings were utilized. This study asked participants to additionally rate the importance of each CoI survey item. Descriptive analyses of the gaps between course rating scores and the respective itemimportance ratings revealed that social presence items, perceived as the least important of the CoI subscales, yielded the gap scores with least variability, while gaps in teaching presence items revealed areas where instructors might focus more attention. Multiplicative scores for each item were computed as the product of an item's course rating score and its corresponding importance rating. Even when including this additional measure of perceived importance, factor analysis of multiplicative scores (item rating ⁎ importance rating) supported the CoI model's tripartite structure, and so prior validation studies.
What is the Source of Social Capital? The Association Between Social Network Position and Social Presence in Communities of Inquiry
"... It is widely accepted that the social capital of students – developed through their participation in learning communities – has a signif-icant impact on many aspects of the students ’ learning outcomes, such as academic performance, persistence, retention, program sat-isfaction and sense of communit ..."
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Cited by 3 (3 self)
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It is widely accepted that the social capital of students – developed through their participation in learning communities – has a signif-icant impact on many aspects of the students ’ learning outcomes, such as academic performance, persistence, retention, program sat-isfaction and sense of community. However, the underlying social processes that contribute to the development of social capital are not well understood. By using the well-known Community of In-quiry (CoI) model of distance and online education, we looked into the nature of the underlying social processes, and how they relate to the development of the students ’ social capital. The results of our study indicate that the affective, cohesive and interactive facets of social presence significantly predict the network centrality mea-sures commonly used for measurement of social capital.
