EDT 8130-Chapters 7-9

Community of Inquiry Chapters 7-9

Learning Objectives

By the end of this session, participants should be able to:
1. Compare and contrast the benefits and drawbacks of eLearning and face-to-face curriculums.
2. Explain how advances in technology have made e-learning possible.
3. Draw a Venn diagram comparing and contrasting: online learning, face-to-face curriculum and blended learning.
4. Discuss the importance of each of Garrison's seven principles for teaching and learning.

Learning Technologies Overview

Learning technologies have expanded in usage and availability, but may be limited in their application to developing a collaborative environment for a community of inquiry. At the origin of online learning was computer conferencing. It was quickly apparent that it had different properties and applications than face to face learning and would require a different approach.The two key components to meaningful inquiry are feedback and discourse and early technologies did not readily provide this. Communication is key to learning and technologies increase the ability to communicate, but this communication may be more social communication instead of collaborative communication (Garrison, 2017).

Garrison explored several categories of technology and their contributions to eLearning. Web 2.0 changed the internet from a text based means of providing information to a multimedia source providing: videos, blogs, discussion forums, and wikis. Learning management systems provide the technological means to organize and deliver content in an online format. Social media provides the means to share snapshots of life, but this communication remains superficial due to text limitations and the lack of substantive conversation. Research has shown an inverse relationship between the use of social media and reflective thought. Mobile learning or cell phones make content easily accessible, but it is difficult to type a lengthy response or paper on a cell phone. According to Garrison, (2017) cell phones are ubiquitous and instead of restricting their use in a classroom they must be effectively incorporated into engaged learning. MOOCs are massive online classes that deliver content in a cost effective manner to large numbers of people. Garrison points out that very few MOOCs are given college credit because they do not represent engaged learning and there is a lack of quality control (Garrison, 2017).

Learning technologies have enormous potential to advance elearning. How best to utilize them in collaborative work is still being determined, There is the risk that ready access may lead to more superficial content delivery instead of facilitating communication in a community of learners collaborating in effective discourse (Garrison, 2017).

Blended Learning Overview

According to Garrison, approximately 80% of US institutions of higher learning offer blended learning courses. Blended learning combines the benefits of face to face instruction and communication with the convenience of online activities. A blended learning class does not mean just adding online activities to an already established face to face class. Blended learning can enhance a face to face classroom by allowing for more discourse through discussion posts and more reflection through written activities. The hope is that passive listening to lectures will be replaced with more engaging activities and collaborative inquiry. Blended learning may provide a solution for the large classes found in a university that must rely on lecture alone due to their large class size. If lectures and instructional materials were available online, then limited classroom time could be more effectively used for team projects, labs and small group instruction (Garrison, 2017).

Blended learning has several advantages over either face to face or online learning by itself. Blended learning, by use of its online component, provides a means for communication outside of the classroom and has been found to contribute to greater group cohesiveness. As mentioned earlier, asynchronous writing communication allows time for greater reflection and revision of student thoughts and frequently leads to more comfort with expressing opinions and ideas in the classroom. Some studies cited by Garrison (2017) state that blended learning leads to learning the material better and in half the time. Students in blended learning environments express higher perceptions of learning, greater satisfaction and greater completion rates. According to Garrison the face to face environment is preferable for initiating the discussion; the online environment is ideal for exploration and continuing the discussion and the final resolution phase is best done in the face to face classroom (Garrison, 2017).

Guidelines for Practice Overview

Designing a curriculum requires identifying learning activities that are congruent with the intended outcomes of the course, but keeping in mind the technology constraints, the learner abilities and the subject matter. There are four main categories of learning activities: listening, talking, reading and writing. Talking and writing are both limited in face to face classrooms. Talking due to class size limitations and writing due to time constraints for in depth grading and providing feedback. In an online classroom, students can listen by reading and talk by writing (Garrison, 2017).

Garrison (2017) lists seven principles to follow for teaching and learning in the community of inquiry framework:
1. Plan for the creation of open communication and trust.
2. Plan for critical reflection and discourse.
3. Establish community and cohesion.
4. Establish inquiry dynamics.
5. Sustain respect and responsibility.
6. Sustain inquiry that moves to resolution.
7. Ensure assessment is congruent with intended processes and outcomes (Garrison, 2017).

Garrison (2017) gives several tips to teachers on the design and organization of the online classroom. First, teachers must work to balance facilitation with direct instruction to provide the greatest opportunity for student collaboration. Second, teachers must present themselves as a guiding member in the community of inquiry and not as an authority figure. Third, the focus must be on using collaborative inquiry to make meaning not in relaying information in a lecture style or a self-instructional learning package. Fourth, each student must be welcomed and feel they are part of a cohesive group, but social interaction must be relegated to a chat board or coffee shop. Fifth, group sizes must maximize potential for reflective thinking and critical discourse. Sixth, case studies and problem based learning problems should be developed that mirror real-world problems and situations. Seventh: content must be developed so it is not overwhelming. Eight, discourse must be encouraged and a possible method suggested was to label discussion posts based on the phase of inquiry. Ninth, provide feedback in a timely manner and diagnose misconceptions to facilitate the learning process. Finally, design assessments that clearly align with the learning outcomes (Garrison, 2017).

Digitized Blackboard Session #4

This is the third in a series of three sessions on E-learning in the 21st century: A community of inquiry framework for research and practice.. It focuses on use of technology in the classroom and the difference between conversation in social media and collaboration. Total time 14 minutes.

Assessment

In order to review and assess your understanding of chapter 7-9, please take the quiz below:

References

Garrison, D.R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice. (3rd ed.). New York,
NY: Routledge.