Community of Inquiry in an Online Undergraduate Information Technology Course

Autor/in	Ling, Lim Hwee
Titel	Community of Inquiry in an Online Undergraduate Information Technology Course
Quelle	In: Journal of Information Technology Education, 6 (2007), S.153-168 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Constructivism (Learning); Computer Mediated Communication; Discourse Analysis; Information Technology; Teaching Methods; Online Courses; Undergraduate Study; Information Science Education; Student Experience; Student Attitudes; Sociocultural Patterns; Discourse Communities; Tutorial Programs; Questionnaires; Mail Surveys; Collegiality + Suchen Sie Ihr Suchwort? Computerkonferenz; Diskursanalyse; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Grundstudium; Informationstechnologische Bildung; Studienerfahrung; Schülerverhalten; Soziokulturelle Theorie; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Fragebogen; Erhebungsinstrument; Kollegialität
Abstract	The "Community of Inquiry" (COI) theoretical framework suggests that successful higher education experiences are supported by the presence and interaction of cognitive, social and teaching elements. Since the COI model has been widely used for examining quality of asynchronous computer-mediated communication (CMC) educational interactions, its applicability to "synchronous" CMC interactions is relatively unknown. Moreover, as the model's coding scheme was mainly designed for analyzing online asynchronous discussions, it is more sensitive to longer postings than the shorter and more discursive exchanges present in online synchronous (chat) discourse. This paper presents a case study on the instructional application of online synchronous interaction in a distance IT undergraduate course from a sociocultural constructivist perspective. The case involved two tutorial groups engaged in collaborative learning situated in WebCT chat rooms. The study focuses on identifying cognitive, social and teaching presences from the analyses of student experiences and chat exchanges during moderated virtual tutorial discussions. A web survey was administered to student respondents on the extent of peer/tutor learning support perceived to be available. Also, chat transcripts, reflecting dialogic participation in tutorial discussions, were analyzed using a refined "Exchange Structure Analysis" scheme. Survey results indicated presences of cognitive and teaching elements as student perceptions of tutor/peer efforts in clarifying and providing different ideas during discussions. Similarly, discourse analysis findings showed contribution of turns conveying content directly related to learning activities, thus indicating presence of the cognitive element. "Off-Topic" turns were contributed for developing social relations, dealing with class management and technical matters. Interestingly, marked differences emerged in tutors' efforts to establish cognitive presence. Overall, when interpreted within the COI model, the results revealed that all three elements that constitute an effective online educational experience were present in the chat tutorial environment. Given the constructivist view that the learner's potential capacity for intellectual growth is enhanced by scaffolding through interaction, the different extent of tutor learning support found presents pedagogical implications. It is recommended that online tutors adopt the cyclical activity of reflection on educator practice to enhance awareness of the effects of cognitive, social, and teaching presences on learning experiences. (Contains 6 figures and 5 tables.) (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site: http://JITE.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10