Our paper can be downloaded at: http://patricklowenthal.com/research/problems-measuring-social-presence-in-a-community-of-inquiry/
I presented at the Northwest eLearn conference last week. The conference was great and I had a blast in Portland. The slides from my presentation on Establishing Social Presence are below:
View at slides: http://www.slideshare.net/plowenthal
Source: Top Colleges Online
Stephen D. Sorden recently completed a dissertation titled “Relationships among collaborative learning, social presence, and student satisfaction in a blended learning environment”
The abstract states:
“The Social Cognitive Framework for Blended Learning (SCFBL) is proposed as a
guide for designing blended learning experiences. The components of the framework
include the executive function, learning goals and objectives, learning space, learning
design, interactive environment and affective results. The primary conceptual framework
for this model is based on social cognitive theory (SCT) and the related theory of selfregulated learning in social settings, focusing on the study of social knowledge and the
cognitive processes that occur when humans construct their own subjective reality. This
approach differs from sociocultural theory in that it focuses on the individual and how the
individual interacts, affects and is affected by the social environment. The SCFBL is a
social influence model rather than a sociocultural model.
This study reports results of the Collaborative Learning, Social Presence, and
Satisfaction (CLSS) Questionnaire for subjects from one campus in a multi-campus
community college system who participated in the spring 2011 study (98 students from
11 blended courses). The CLSS questionnaire measured the amount of perceived
collaborative learning, perceived social presence and reported satisfaction in a blended
course. The questionnaire consisted of a section of demographic questions and then three iii
sections that measured the three constructs with a total of 34 questions (11 satisfaction, 8
collaborative learning, and 17 social presence). The data analysis consisted of (a) data
screening (which brought the number of participants down from 108 to 99), (b) assessing
for normality (which brought the number of participants down from 99 to 98), (c)
descriptive analysis, and (d) correlational analysis using the Pearson Product Moment
Correlation Coefficient (Pearson’s r). A Mann Whitney U test was run separately on the
nominal variables for Caucasian and Latino ethnicity, which found a significant, higher
perception of social presence for the Latino participants. The descriptive analysis showed
that the sample roughly mirrored the general population of the college. The correlational
analysis resulted in the rejection of the first three null hypotheses, while the fourth was
retained. The study concludes with a discussion on the implications of the results for
education and blended learning, along with recommendations for future research. ”
You can read the dissertation online at: http://sorden.com/portfolio/dissertation.pdf
Joanna C. Dunlap & Patrick R. Lowenthal
“The first week of class… whether on-campus or online, we always plan a few orientation and get-to-know-you activities in an attempt to get our courses off on the right foot. One thing we have learned about these types of activities is that they
cannot—and should not—take place only during the first week of a class. To really support students and help build a productive online learning community, these types of activities need to occur throughout the semester. Below are a few activities we have
used to help students get oriented to and familiar with the course structure and materials, their course colleagues, and us…”
Check out a new article review by D. R. Garrison of “Social Presence within the Community of Inquiry Framework”
Garrison begins “At the outset, I want to thank David Annand (2011) for his interest in the community of inquiry (CoI) theoretical framework. We welcome all constructive efforts to address its validity and give direction to future study. Moreover, Annand is quite right to address the validity and function of the social presence (SP) construct. I have stated previously “there is much to understand with regard to the construct itself and its relationship to the other presences” (Garrison, 2011, p.35). While there is need of research into this construct, I do not agree with Annand that the CoI framework “does not adequately inform the development of online education theory and practice” (p. 40), and, specifically, that the influence of social presence (SP) is overstated. I argue that much work remains in refining and understanding SP within the CoI framework but that it is an essential construct in a collaborative constructive approach to learning.”
Read more: http://www.irrodl.org/index.php/irrodl/article/view/1184/2099
Krish, Maros, and Stapa just published a study titled “Sociocultural Factors And Social Presence In An Online Learning Environment” in GEMA Online Journal of Language Studies.
The abstract reads:
In a computer supported learning environment both in the synchronous and asynchronous
mode, interaction is a prerequisite to facilitate learning. Hence to facilitate effective
interaction, a good working team of learners and instructors is important. For this to
happen, social presence is necessary to create sound social interaction for instructional
effectiveness. Social presence is the ability of the instructors and learners to project their
physical and emotional presence (Mardziah H. Abdullah (2004). However, the level of
social presence in a virtual learning environment depends on the students’ and
instructors’ sociocultural background. The sociocultural theory in language learning itself
emphasizes the roles of interpersonal interaction rather than intrapersonal interaction.
This article discusses some findings of a study on a computer supported collaborative
learning environment. It shows how distance learners at an institution of higher learning
in Malaysia responded to a questionnaire on the issues of social presence. The postings in
the learner management system (LMS) and data from focus-group interviews were also
analysed and discussed. The findings share some positive responses towards social
presence in a virtual learning environment and calls for a more in-depth inquiry that will
contribute to the literature on online collaborative learning in the Malaysian context.
The article can be accessed at: http://www.ukm.my/ppbl/Gema/GEMA%20vol%2012%20(1)%202012/pp_201_213.pdf
A new article was published by David Annand called: “Social Presence within the Community of Inquiry Framework”.
Abstract
The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.
Read it here: http://www.irrodl.org/index.php/irrodl/article/view/924/1855
Patti Shank’s “The Online Learning Idea Book: Vol. 2″ is hitting the shelves in the next few days.
Be sure to check out. As mentioned in the following release note:
“In this second volume of The Online Learning Idea Book you will find brand new and valuable ideas that you can adopt or adapt in your own instructional materials, to make them more dynamic and more worthwhile for learners and learning. These ideas will let you peek over the shoulders of some of the world’s most creative instructors, instructional designers and developers, trainers, media developers, and others in order to help spark creative ideas of your own.
This hands-on resource will help you build online instructional materials or improve existing materials including online courses, modules, activities, or supplementary materials for classroom-based courses.
This book provides great tips, techniques, and tricks in the following areas: The Design and Development Process, Supporting Learning, Synchronous and Interpersonal Activities, Asynchronous and Self- Paced Activities, and NS Better Media.
Within these pages you will discover creative ways to give your online and blended instruction a boost by adopting and adapting great ideas from others.”
For more on the book, see: Online Learning Idea Book or visit Amazon.
CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: May 30, 2011
Educational Communities of Inquiry: Theoretical Framework, Research and Practice
A book edited by Dr. Zehra Akyol and Dr. D. Randy Garrison
University of Calgary, AB, Canada
To be published by IGI Global:
http://www.igi-global.com/authorseditors/authoreditorresources/callforbookchapters/callforchapterdetails.aspx?callforcontentid=126c1a01-a2ad-46ed-bedc-a86e6d04ae1f
Introduction
The Community of Inquiry (CoI) Theoretical Framework represents a process of
creating a deep and meaningful learning experience through the development
of three interdependent elements – social presence, teaching presence and
cognitive presence. Addressing the need for a comprehensive theory to
provide a clear understanding of the process of teaching and learning in
technology enhanced learning environments, the CoI theoretical framework has
been widely recognized and the principles and strategies have been applied
to various learning contexts from K-12 to higher education, online to
blended learning environments as well as from workplace settings . There
have been many publications in prestigious journals, presentations at
worldwide conferences, and a special issue of the Internet and Higher
Education journal. However, there is a need for a book that has collected
recent research and theoretical interpretations and provide developments
from a range of different contexts.
Objective of the Book
This main objective of this book is to provide theoretical foundations and
developments associated with the CoI theoretical framework and disseminate
new research findings, trends and issues. It will be the first extensive
reference book of recent research and practice associated with the CoI
theoretical framework. It will offer scholars and practitioners a valuable
source of ideas, research opportunities and challenges, practical
implications, and issues regarding the CoI theoretical framework. As an
extensive reference, it will prevent researchers spending time and effort to
investigate what is already known and lead them to explore new areas of
research. It will also provide practitioners direction in terms of designing
and delivering online and blended learning experiences.
Target Audience
Graduate and undergraduate students in the field of educational technology
as well as adult and distance educators who are interested in learning and
studying the CoI theoretical framework will benefit greatly from this book.
Researchers in a variety of fields who wish to further explore and
contribute to the CoI theoretical framework will find this book invaluable.
Faculty who wish to teach courses using the CoI theoretical framework will
welcome this extensive resource of research and practice. Finally,
practitioners and policy makers (i.e. instructional designers, teachers,
professors from K-12 to higher education to corporate institutions) who are
interested in applying the principles of the CoI theoretical framework to
plan, design, deliver and evaluate courses or training programs in online or
blended learning environments will be attracted to this unique resource.
Recommended topics include, but are not limited to, the following:
Theoretical Foundations and Epistemological Insights
–Learning and the Role of Learners
–Teaching and the Role of Teachers
–Critical Thinking in a community of inquiry
–Problem Solving in a community of inquiry
–Metacognition in a community of inquiry
Design Issues
–Strategies & principles to develop Cognitive Presence
– Strategies & principles to develop Social Presence
–Strategies & principles to develop Teaching Presence
–Assessment
–Instructional technologies to develop a community of inquiry
Policies and Administrative Issues
–Assessment in a CoI
–Strategic Planning
–Global Perspectives, Culture, Gender
–Institutional Case Studies
Submission Procedure
Researchers and practitioners are invited to submit on or before May 31,
2011, a 2-3 page chapter proposal clearly explaining the mission and
concerns of his or her proposed chapter. Chapter proposals should be unique
and not be published previously. Authors of accepted proposals will be
notified by June 30, 2011 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by September
30, 2011. Contributors may also be requested to serve as reviewers for this
project. Please visit www.communityofinquiry.com for updates about the process.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference†(formerly Idea Group
Reference), “Medical Information Science Reference,†“Business Science
Reference,†and “Engineering Science Reference†imprints. For additional
information regarding the publisher, please visit www.igi-global.com. This
publication is anticipated to be released in 2012.
Important Dates
May 30, 2011 : Proposal Submission Deadline
June 30, 2011 : Notification of Acceptance
September 30, 2011 : Full Chapter Submission
November 15, 2011 : Review Results Returned & Final Acceptance
January 15, 2012 : Submission of Final Chapters
Inquiries and submissions can be forwarded electronically (Word document) to:
Dr. Zehra Akyol
E-mail: coi.submission@gmail.com
www.communityofinquiry.com
