Implementing collaborative action research (CAR) is recognized as an effective strategy for transforming professional practice through evidence-based methods. How can CAR be carried out online, and how is data collected through digital methods? This case study will address these aspects in the context of a CAR, international professional…

In this study, we work towards a strategy to measure and enhance the quality of interactions in discussion forums at scale. We present a machine learning (ML) model which identifies the phase of cognitive presence exhibited by a student's post and suggest future applications of such a model to help online students develop higher-order thinking. We…

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students…

The Community of Inquiry (CoI) framework describes online learning as a collaborative process supported by social presence, teaching presence, and cognitive presence, which work together to facilitate critical thinking and learning. The technology used in an online class can facilitate a CoI when its features support, rather than constrain,…

This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that…

Background/Context: Increased polarization of viewpoints in the United States may have detrimental consequences for democratic pedagogy. The goals of civil society require a reliance on democratic values, and active participation is necessary for a strong civil society that demands the common good be deliberated in democratic ways. Discussion as…

Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice…

This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating…

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and…

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…

A research group at the University of Alberta is attempting to apply the Community of Inquiry framework to all components of courses, rather than only the online discussion component.

In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. R.,…

The Community of Inquiry (CoI) framework is a comprehensive guide to the research "and" practice of online learning. One of the most challenging aspects of establishing a CoI in online courses is finding the best way to attend to each element of the CoI framework in a primarily text-based environment. In our online courses, we have examined the…

The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of…