Community of Inquiry and Technology Tools
Considering the three elements of the Community of Inquiry, such as social presence, Cognitive Presence, and Teaching presence, the inclusion of tools such as Blogger, YouTube, Zoom, and Screen cast-o-Matic, creates a livelier learning experience for students.1
The Social Presence2 allows students/learners to strengthen interpersonal relationships among colleagues. This can be done by openly expressing interest and skills when working with other colleagues. The use of Zoom allows live video participation where students can be part of break-out rooms to agree or disagree on the same goals and provide rationales for their decisions.
Here is an interesting Zoom tutorial:
Blogger encourages colleagues to provide feedback on the thoughts and personal experiences others may have shared.
YouTube allows students to create videos and share them. This experience allows viewers to be informed about several areas where knowledge may be insufficient. It is a quick method of learning for viewers who do not want to spend time reading.
2. Cognitive Presence: This allows students to build on their views and the meaning of information received and compare it to previously available information. Everyone has a unique interest in ideas and thoughts.
Screen cast-O-Matic is used by instructors and students to demonstrate the steps of a process, provide explanations of ideas, and receive feedback from colleagues. Screen cast-O-Matic can be reviewed when students need to reflect and gain further insight on a subject.
See below, a beginner’s guide to screen cast-o-Matic :
https://youtu.be/K3wqlKDnWv0?si=u8Qy0XwplYpsJc0q
Blogger as Cognitive Presence allows students to develop reflective journals and ask questions relating to previous course content. When feedback is received, students develop a better understanding of responses received from questions asked.
YouTube is very beneficial as a Cognitive Presence because students learn at their own pace. The video can be repeated multiple times whilst students reflect on the course content. Questions and answers can be viewed in the Comments section.
3. Teaching Presence: This requires Cognitive and Social Presence4 to be considered successful.
Through teaching presence, the lecturers can now create learning outcomes that are suitable for students based on cognitive and social interactions3. The use of Zoom allows lecturers to use PowerPoint for real-time lectures, and discussions. The sessions are recorded for both lecturer and students to access in the future.
Screencast-O-Matic2,4 allows lecturers to provide step-by-step instructional videos to ensure clarity of course content and assignments. Feedback is provided on the information shared with students.
Bloggers can be used by teachers/lecturers to reflect course content previously shared; Students can use the blog to view updates and gain additional information from learning materials.
YouTube allows for a series of course-related lectures and student presentations to be placed in a Playlist. The Playlist logically enables course review.
https://tophat.com/blog/synchronous-teaching-tools/
Overall, the blended course3 can be used weekly as an asynchronous learning environment, where feedback can be provided. Screen cast allows lecturers and students to create reflective educational videos.5 A blog can be used for reflections and student feedback. Finally, YouTube allows structured learning material that is posted, to be reviewed at any time. The tools of Social, Cognitive, and Teaching Presence when using online and blended learning, make learning fun and very interactive, leading to improved and successful learning outcomes.
References:
1. Anderson, T. (Ed.). (2008). The Theory and Practice of Online Learning (2nd ed.). Edmonton: Athabasca University Press.
2. Borup, J., West, R. E., & Graham, C. R. (2012). Improving Online Social Presence through Asynchronous Video. The Internet and Higher Education, 15(3), 195-203.
3. Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey-Bass.
4. Kumar, S., & Ritzhaupt, A. D. (2014). Impact of the Flipped Classroom on Student Performance and Engagement: A Review of Empirical Literature. Educational Technology Research and Development, 62(3), 331-346.
5. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105.
Comments
Post a Comment