An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels

Phil Ice; Karen Swan; Sebastian Diaz; Lori Kupczynski; Allison Swan-Dagen

Journal of Educational Computing Research Vol. 43, No. 1 (2010) pp. 113–134

This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of...

The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research

Phil Ice; Karen Swan; Lori Kupczynski; Jennifer Richardson

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5646–5649

A nested mixed methods design was utilized to assess the impact of asynchronous audio feedback in an online course. Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance,...

Topics: Audio, Students

Social Presence in Online Learning: Past, Present, and Future

Jennifer Richardson; Karen Swan; Patrick Lowenthal; Phil Ice

Global Learn 2016 (Apr 28, 2016) pp. 477–483

For over twenty years researchers and practitioners have explored different frameworks and theories, in order to improve upon and better understand students’ learning experiences and needs in online environments. Social presence has emerged as a key ...

Topics: E-learning/E-training

The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data

Phil Ice; Sebastian Diaz; Karen Swan; Melissa Burgess; Mike Sharkey; Jonathan Sherrill; Dan Huston; Hae Okimoto

Journal of Asynchronous Learning Networks Vol. 16, No. 3 (June 2012) pp. 63–86

Despite high enrollment numbers, postsecondary completion rates have generally remained unchanged for the past 30 years and half of these students do not attain a degree within six years of initial enrollment. Although online learning has provided...

An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs

Wally Boston; Sebastian R. Diaz; Angela M. Gibson; Phil Ice; Jennifer Richardson; Karen Swan

Journal of Asynchronous Learning Networks Vol. 13, No. 3 (October 2009) pp. 67–83

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these...

An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs

Wally Boston; Sebastian R. Diaz; Angela M. Gibson; Phil Ice; Jennifer Richardson; Karen Swan

Journal of Asynchronous Learning Networks Vol. 14, No. 1 (March 2010) pp. 3–19

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these...

Community of Inquiry Framework: Validation and instrument development

Ben Arbaugh; Marti Cleveland-Innes; Sebastian Diaz; Randy Garrison; Phil Ice; Jennifer Richardson; Peter Shea; Karen Swan

International Review of Research in Open and Distance Learning Vol. 9, No. 2 (Jun 30, 2008)

A Response to the Review of the Community of Inquiry Framework

Zehra Akyol; J Ben Arbaugh; Marti Cleveland-Innes; D Randy Garrison; Phil Ice; Jennifer C. Richardson; Karen Swan

The Journal of Distance Education / Revue de l'ducation Distance Vol. 23, No. 2 (2009) pp. 123–135

The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in...