So how do you design effective learning experiences for the online environment?
Next, a theoretical framework is presented to answer this question.
The Community of Inquiry (CoI) theoretical framework (Garrison, Anderson & Archer, 2001) is perhaps the best-known and most researched approach to designing learning experiences for the online environment. It represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive and teaching presence (depicted in the figure below).
Reference: Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.
Click the figure to explore an interactive version. (Requires Flash)
How to Make it Happen
Research from the Community of Inquiry Model found that the instructor’s presence and engagement with online learners is the most significant variable in teaching and learning effectiveness and satisfaction. What is presence? The simplest description is being present in the course site to direct, guide, listen to, and share experiences, expertise, and personal insights with learners. This is the essence of the three presences of the Community of Inquiry framework. Following is a brief summary of these presences along with suggested tips and strategies.
Social Presence
Social presence is “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” (Garrison, 2009). Learners want to get to know their instructors as people in addition to their roles as mentors and content experts. Online students require the social presence of the instructor and other students to feel part of the online learning community, reduce feeling isolated, and build trust and community.
Tips for developing social presence:
- Create a discussion forum, where you introduce yourself, provide some personal information that may include a picture, and ask the other class participants to provide similar materials to the extent that they feel comfortable doing so.
- Address class participants in the discussion by name.
- Include personal information that you feel comfortable sharing (i.e. hobbies, work experience, family, pets, etc.) in your instructor profile on the course website and encourage participants to do the same as they introduce themselves.
- Create a “water cooler” forum where participants can discuss topics not related to the course material, but instead may regularly post personal or anecdotal information.
- Try to use humor. Use the smiley emoticon to signal that you are trying to be humorous.
- Personalize course introductions and announcements with audio or video when possible.
A strong social presence builds a climate of trust and environment of comfort and safe risk-taking. This foundation makes the learners ready for your teaching presence and cognitive presence.
Teaching Presence
Teaching presence 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). Simply explained, teaching presence includes designing and developing the course and guiding and supporting the learners during the course delivery.
Tips for developing teaching presence:
- Set clear expectations for students.
- Be visibly present in the course every weekday if possible or be substantively present at least four days a week.
- Coach and guide learners to keep pace with their learning and think deeply about what they know and why they know it.
- Answer questions regarding activities and assignments.
- Encourage and acknowledge student contributions.
- Use announcements to ensure students are aware of responsibilities, due dates, and other activities.
- Communicate via email or phone to privately provide gentle and firm guidance as needed.
- Inject knowledge from diverse sources.
- Diagnose misperceptions, confirm understandings, and summarize discussions.
Teaching presence is manifested in everything the instructor does to guide, support, and shape the learners’ experiences.
Cognitive Presence
Cognitive presence is “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Garrison, Anderson & Archer, 2001). Active and engaging learning activities are required for the course to be effective. The primary focus of cognitive presence is to develop a higher-order thinking process (i.e. critical thinking or practical inquiry) that integrates existing learning with new learning through reflection, discussion, and feedback.
Tips for developing cognitive presence:
- Set high expectations for student inquiry and expectations.
- Ask learners to identify their learning goal(s) for the course.
- Examine, challenge, and probe student responses thereby encouraging analysis of ideas.
- Use discussion summaries to focus on core concepts and learning outcomes.
- Develop learning activities that are relevant, challenging, collaborative, engaging, and require deep thinking.
- Coach and encourage learners to have reflective discussions while also sharing thoughts and questions with their peers.
- Ensure that project outcomes are meaningful and long-lasting.
- Encourage learners to make thoughtful decisions and apply what they are learning, when possible, to real-world situations.
- When appropriate, utilize group and team-based learning to build collaborative knowledge and solve in-depth problems.
Cognitive presence includes activities developed and actions taken to encourage students to explore their ideas, thoughts, and beliefs to meaningfully connect with the content and facilitate learning.
Resource:
Research into Communities of Inquiry
A website set up by Athabasca University to share theory, methodology, and research papers for the community of inquiry project.
References:
Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
Tips adapted from A Garden of Three Presences — Social Presence, Teaching Presence and Cognitive Presence.