Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online-Team-Based Learning
| Published | 3 March 2021 |
| Journal | TechTrends Volume 65, Pages 473-484 |
| Publisher | Springer |
| Country | United States, North America |
ABSTRACT
This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.| Keywords | team-based learning · asynchronous engagement · synchronous engagement · online education · community of inquiry framework |
| CoI focus | Full model |
| Methodology | Quantitative |
| Population | Graduate |
| Study design | Case study |
| Data analysis | Thematic analysis |
| Sample size | 28 |
| Study aim | "The goal of this study was to not only detail IO-TBL, but to also examine students’ perceptions of IO-TBL through the Community of Inquiry framework." |
| Finding | "The findings highlight the interconnectedness of the course design framework. While there are clear benefits of online synchronous meetings absent IO-TBL, the combination of synchronous meetings." |
| Language | English |
| Refereed | Yes |
| Rights | 2021, Association for Educational Communications & Technology |
| DOI | 10.1007/s11528-021-00598-5 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education
Oyarzun, Beth; Hancock, Charlotte; Salas, Spencer; Martin, Florence
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, ...
Match: full model; thematic analysis; united states
Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework
Dempsey, Patrick; Zhang, Jie
Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or ...
Match: full model; online education; united states
The Relationship between a Community of Inquiry and Transformative Learning
Dempsey, Patrick
To prepare learners for success in the 21st century, institutes of higher education must provide students with meaningful learning opportunities, including participation in discourse and critical reflection. The ...
Match: full model; online education; united states
Conclusions and further directions
Cleveland-Innes, Martha F.; Stenbom, Stefan
This chapter concludes this book with a comprehensive summary and integrated conclusion based on its contents. Here, we present an application summary for each section, delving into the insightful chapters exploring the ...
Match: full model; thematic analysis
A Community of Inquiry lens into nursing education: The educators' experiences and perspectives from three Australian universities
Smadi, Omar; Chamberlain, Diane; Shifaza, Fathimath; Hamiduzzaman, Mohammad
Aim
Nursing is a social and collaborative profession; therefore, nursing education requires a pedagogy that supports the establishment of a collaborative learning community. Despite the limited use of the Community of ...
Match: full model; thematic analysis
Engaging Student Teachers in Academic Reading and Reflection Using Social Video-Sharing
Nilsen, Anders Grov; Engevik, Liv Inger; Almås, Aslaug Grov
This article reports on how a social video-sharing platform can engage student teachers in academic reading and reflection. The concepts of social, cognitive, and teaching presences are utilized as a theoretical ...
Match: full model; thematic analysis
Shared Metacognition in a Community of Inquiry
Garrison, Randy
The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of ...
Match: full model; community of inquiry framework
Relationships between Carl Rogers’ person-centered education and the community of inquiry framework: a preliminary exploration
Swan, Karen; Chen, Cheng-Chia ( Brian); Bockmier-Sommers, Denise
The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework which posits a model of supports for social collaborative ...
Match: full model; community of inquiry framework
Teaching presence in k-12 blended learning classes under the alternative delivery mode
Villanueva, Juliet Aleta R.
Flexible learning options and blended learning programs continue to serve marginalized student populations under the Alternative Delivery Mode of the Philippine K-12 system. However, blended learning interactions in ...
Match: full model; community of inquiry framework
E-Learning in the 21st Century
Garrison, D. Randy
The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and ...
Match: full model; united states
