You are here:

Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Post-graduate Online Courses
PROCEEDINGS

, University of Pretoria, South Africa

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Blended learning models differ with respect to delivery modes and the proportions of the courses that are presented online versus in classroom mode. The enormous flexibility in blended delivery allows designers to customise courses for particular contexts and learner characteristics. The Community of Inquiry (CoI) shows where teaching practices support a social constructivist teaching philosophy. In order to improve online and blended learning for post-graduate courses, we used the CoI survey instrument to pinpoint best practices in three post-graduate courses on Research Methodology, delivered with different blended learning methods. The findings showed the strength of supportive documentation in fostering teaching presence, the value of peer review in creating cognitive presence and the value of student-led collaborative projects in establishing social presence. We also discuss the effect of cultural diversity on our blended and online courses.

Citation

Nagel, L. (2012). Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Post-graduate Online Courses. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2736-2745). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References