The COI & ICT Integration

ENHANCING THE COMMUNITY OF INQUIRY FRAMEWORK THROUGH TECHNOLOGY TOOLS IN BLENDED/ONLINE COURSES

 

 

 

         The framework of the Community of Inquiry refers to a process of creating a deep and meaningful learning experience through the development of three interdependent elements of social, cognitive, and teaching presence [1]. This approach is based on research and has been shown to be beneficial over the previous three decades. When applied to online courses, research has demonstrated that the confluence of the three presences has a major beneficial impact on students' experiences in their online courses.

Social Presence consists of:

•  Communication between and with the instructor and all members of the class.
• Interaction with the instructor and all members of the class.
• Relation of a learning community throughout the term.
• Moves from introduction to community to camaraderie.
•  Social Presence is the main element needed before Cognitive and Teaching Presence can occur [2].

Teaching Presence consists of:

•  Instructional design, especially providing different methods of providing content.
• Organization of the course.
• Facilitation of the discussion.
• Moving the discussion through the four cognitive phases.
• Direct instruction and assisting students with questions and understanding.
• Note: Teaching Presence is a significant factor in student satisfaction and perceived learning [2].

Cognitive Presence consists of:

• Motivating students to cognitively engage with course content.
• A four-phase process [2].

1. Triggering event such as an issue or problem.
2. Exploration through reflection and discussion.
3. Meaning construction as students discuss ideas.
4. Application of knowledge both in the course and outside the classroom.

    COMMUNITY OF INQUIRY AND TECHNOLOGY USED IN BLENDED/ONLINE COURSE

The use of technology into courses ranges from using specialized applications to using digital spaces to enhance course materials to giving entirely online courses through course management systems [22]. Specific technological elements in an online learning environment might support some behaviors while discouraging others. Consider a Learning Management System (LMS), the common venue where courses are presented, to show how technology may possibly enable components of the CoI paradigm for online learners. When using an LMS, students establish profiles and submit bios that may be read by other students and professors. These qualities contribute to the social presence [2]. Teachers may use LMS to submit lessons, directions, videos, and activities, allowing them to be present in the classroom.

Screencast-o-Matic is a free online video editor that creates high-quality videos. This is a basic screen capture utility that captures and narrates whatever is happening on a Personal Computer screen [4].  As long as it is captured from an onscreen display, this tool is ideal for generating training films or lessons on any subject. For example, if someone wanted to teach viewers how to use WordPress, they could virtually film and narrate everything they do on the site. In this way, the program facilitates the instructional presence [4]. The capacity to employ multimedia in a way that promotes cognitive processing contributes to cognitive presence. By giving pupils the opportunity to discuss the film, the instructor may increase their social presence.

A blogger is responsible for creating, editing, posting, and marketing blog material. They produce content ideas and increase website traffic by utilizing Search Engine Optimization keywords [5]. Although there have been mixed outcomes for use of blogging with per-service teachers as a tool for facilitating students’ reflection. Another way is by share distributed knowledge about literacy learning in a shared communal blog space. Blogging may help students develop their writing abilities, gain confidence as authors, and receive criticism from their peers. Students may take responsibility of their writing by blogging, become better observers of other people's writing, and acquire a more immediate and strong awareness of their audience [5].

As a platform for video-based learning activities like the screen casting project, YouTube may be helpful for students as well as for teachers looking to locate or develop their own free educational materials [3]. It could be useful for teachers to use YouTube videos in the classroom, and some students might find them interesting. Students today are more engaged in fun activities and are more likely to pay attention when watching videos rather than reading massive amounts of text in books and notes [3]. To make obtaining a college degree simpler and more available, a researcher claims that YouTube is only one of many online learning platforms.

CONCLUSION

            The framework is a dynamic example of an institutional strategy to shift away from a passive lecture that profoundly transformed the educational process based on thinking and learning cooperatively. Technology advancements and online learning have changed the way that education is provided. For online learners, technology can help with some aspects of the community of inquiry framework. One of the most widely utilized and studied educational frameworks is the Community of Inquiry model. The study focuses on issues like how applicable the model is in the current learning environment, if it can be improved, and whether additional presences can be introduced to the framework. Garrison (2018) contends that the integrity of the framework is violated by introducing additional presences.

REFERENCES:

1. Applying the community of Inquiry Framework [Internet]. 2020 [cited 2023 Jul 5]. Available from: https://cte.virginia.edu/resources/applying-community-inquiry-framework#:~:text=The%20Community%20of%20Inquiry%20framework%20%22represents%20a%20process%20of%20creating,three%20decades%20to%20be%20effective.
2.  Bektashi L. Community of Inquiry Framework in Online Learning: Use of Technology [Internet]. Power Learning Solutions; 2018 [cited 2023 Jul 5]. Available from: https://pressbooks.pub/techandcurriculum/chapter/coi-and-online-learning/
3.  Jarrett N. Top 10 benefits of using YouTube in the classroom [Internet]. EDTECH 4 BEGINNERS. 2022 [cited 2023 July 5]. Available from: https://edtech4beginners.com/2022/09/27/top-10-benefits-of-using-youtube-in-the-classroom/
4.  The community of inquiry model [Internet]. [cited 2023 Jul 5]. Available from: https://operations.du.edu/inclusive-teaching/community-inquiry-model#:~:text=The%20model%20of%20a%20community,cognitive%20presence%2C%20and%20social%20presence.
5.  Using blogs in the classroom [Internet]. Umich.edu. [cited 2023 July 5]. Available from: https://lsa.umich.edu/sweetland/instructors/teaching-resources/using-blogs-in-the-classroom.html