Skip to main content
Erschienen in:

19.06.2023 | Original Paper

Facilitating Community of Inquiry Through Video-Enhanced Online Instruction: What are Learners’ Impressions?

verfasst von: Bojan Lazarevic, Julia Fuller, Jabari Cain

Erschienen in: TechTrends | Ausgabe 4/2023

Einloggen, um Zugang zu erhalten

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This study explores the relationship between the three elements of the Community of Inquiry (teaching, social, and cognitive presences) and video-based instruction in the online environment. The video-based instruction included instructor-created videos and screencasts, video feedback assignment critiques, video-enhanced content discussions, and synchronous video conferencing. The researchers examined higher education students’ perceptions of CoI regarding the video-based instruction, the determinants that affected their perceptions, and the students’ learning experiences during the video-enhanced instruction. Findings from end of the semester surveys revealed high levels of teaching, social, and cognitive presence when video-based instructional strategies were introduced.
Literatur
Zurück zum Zitat Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.
Zurück zum Zitat Andrews, T., & Tynan, B. (2010). Why the student voice? The case for investigating the distance learners’ experience of ICT in distance education. In C. H. Steel, M. J. Keppel, P. Gerbic, & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future Proceedings ASCILITE 2010 (pp. 60–64). ASCILITE. Retrieved July 11, 2021, from https://core.ac.uk/download/pdf/11048751.pdf Andrews, T., & Tynan, B. (2010). Why the student voice? The case for investigating the distance learners’ experience of ICT in distance education. In C. H. Steel, M. J. Keppel, P. Gerbic, & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future Proceedings ASCILITE 2010 (pp. 60–64). ASCILITE. Retrieved July 11, 2021, from https://​core.​ac.​uk/​download/​pdf/​11048751.​pdf
Zurück zum Zitat Atwater, C., Borup, J., Baker, R., & West, R. E. (2017). Student perceptions of video communication in an online sport and recreation studies graduate course. Sport Management Education Journal (Human Kinetics), 11(1), 3–12. Atwater, C., Borup, J., Baker, R., & West, R. E. (2017). Student perceptions of video communication in an online sport and recreation studies graduate course. Sport Management Education Journal (Human Kinetics), 11(1), 3–12.
Zurück zum Zitat Bialowas, A., & Steimel, S. (2019). Less is more: Use of video to address the problem of teacher immediacy and presence in online courses. International Journal of Teaching and Learning in Higher Education, 31(2), 354–364. Bialowas, A., & Steimel, S. (2019). Less is more: Use of video to address the problem of teacher immediacy and presence in online courses. International Journal of Teaching and Learning in Higher Education, 31(2), 354–364.
Zurück zum Zitat Bloemer, W., Swan, K., Day, S., & Bogle, L. (2018). Digging deeper into the data: The role of gateway courses in online student retention. Online Learning, 22(4), 109–127. Bloemer, W., Swan, K., Day, S., & Bogle, L. (2018). Digging deeper into the data: The role of gateway courses in online student retention. Online Learning, 22(4), 109–127.
Zurück zum Zitat Choppin, J., Amador, J., Callard, C., & Carson, C. (2019). Exploring qualities of a community of inquiry in a synchronous online course. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO: University of Missouri, (pp. 1841–1845). Choppin, J., Amador, J., Callard, C., & Carson, C. (2019). Exploring qualities of a community of inquiry in a synchronous online course. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO: University of Missouri, (pp. 1841–1845).
Zurück zum Zitat Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning, 12(3), 231–240. Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning, 12(3), 231–240.
Zurück zum Zitat Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text based discussions in an online teacher education course. Online Learning, 19(3), 48–69.CrossRef Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text based discussions in an online teacher education course. Online Learning, 19(3), 48–69.CrossRef
Zurück zum Zitat Cleveland-Innes, M., Gauvreau, S., Richardson, G., Mishra, S., & Ostashewski, N. (2019). Technology-enabled learning and the benefits and challenges of using the community of Inquiry theoretical framework. International Journal of E-Learning & Distance Education, 34(1), 1–18. Cleveland-Innes, M., Gauvreau, S., Richardson, G., Mishra, S., & Ostashewski, N. (2019). Technology-enabled learning and the benefits and challenges of using the community of Inquiry theoretical framework. International Journal of E-Learning & Distance Education, 34(1), 1–18.
Zurück zum Zitat Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1), 53–70.CrossRef Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1), 53–70.CrossRef
Zurück zum Zitat Daymont, T., & Blau, G. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral & Applied Management, 12(2), 156–175. Daymont, T., & Blau, G. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral & Applied Management, 12(2), 156–175.
Zurück zum Zitat de Leeuw, E. D., Hox, J. J., & Dillman, D. A. (Eds.). (2008). International handbook of survey methodology. Taylor & Francis Group/Lawrence Erlbaum Associates. de Leeuw, E. D., Hox, J. J., & Dillman, D. A. (Eds.). (2008). International handbook of survey methodology. Taylor & Francis Group/Lawrence Erlbaum Associates.
Zurück zum Zitat Dobbs, R. R., & Waid-Lindberg, C. A. (2017). Students’ perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education, 18(1), 93–109. Dobbs, R. R., & Waid-Lindberg, C. A. (2017). Students’ perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education, 18(1), 93–109.
Zurück zum Zitat Dupuis, J., Coutu, J., & Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers and Education, 66, 64–73.CrossRef Dupuis, J., Coutu, J., & Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers and Education, 66, 64–73.CrossRef
Zurück zum Zitat Garrison, R. D., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass. Garrison, R. D., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Zurück zum Zitat Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105.
Zurück zum Zitat Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.CrossRef Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.CrossRef
Zurück zum Zitat Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of Distance and Online Learning (2nd ed., pp. 352–355). IGI Global. Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of Distance and Online Learning (2nd ed., pp. 352–355). IGI Global.
Zurück zum Zitat Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet in Higher Education, 24, 53–65.CrossRef Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet in Higher Education, 24, 53–65.CrossRef
Zurück zum Zitat Ghilay, Y., & Ghilay, R. (2015). Computer courses in higher-education: Improving learning by screencast technology. Journal of Educational Technology, 11(4), 15–26. Ghilay, Y., & Ghilay, R. (2015). Computer courses in higher-education: Improving learning by screencast technology. Journal of Educational Technology, 11(4), 15–26.
Zurück zum Zitat Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62(1), 128–130.CrossRef Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62(1), 128–130.CrossRef
Zurück zum Zitat Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal of Distance Education, 17(1), 25–43.CrossRef Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal of Distance Education, 17(1), 25–43.CrossRef
Zurück zum Zitat Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends: Linking Research & Practice to Improve Learning, 63(2), 160–169.CrossRef Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends: Linking Research & Practice to Improve Learning, 63(2), 160–169.CrossRef
Zurück zum Zitat Kaban, A. L. (2021). The influence of online CoI presences on learner satisfaction in higher education. Asian Journal of Distance Education, 16(1), 230–246. Kaban, A. L. (2021). The influence of online CoI presences on learner satisfaction in higher education. Asian Journal of Distance Education, 16(1), 230–246.
Zurück zum Zitat Krämer, A., & Böhrs, S. (2016). Experiences and future expectations towards online courses–An empirical study of the B2C-and B2B-segments. Journal of Education and Training Studies, 4, 23–31. Krämer, A., & Böhrs, S. (2016). Experiences and future expectations towards online courses–An empirical study of the B2C-and B2B-segments. Journal of Education and Training Studies, 4, 23–31.
Zurück zum Zitat Kyungbin, K., Daehoon, H., Eun-Jun, B., & Armstrong, S. (2010). Feelings of isolation and coping mechanism in online learning environments: A case study of asian international students. International Journal of Learning, 17(2), 343–355. Kyungbin, K., Daehoon, H., Eun-Jun, B., & Armstrong, S. (2010). Feelings of isolation and coping mechanism in online learning environments: A case study of asian international students. International Journal of Learning, 17(2), 343–355.
Zurück zum Zitat Lampros, K., & Panagiotis, A. (2019). The importance of “Teaching Presence” and the new role of the teacher in contemporary learning environments focusing on pedagogical exploitation of interactive videoconferencing. Open Education: The Journal for Open & Distance Education & Educational Technology, 15(1), 202–211. Lampros, K., & Panagiotis, A. (2019). The importance of “Teaching Presence” and the new role of the teacher in contemporary learning environments focusing on pedagogical exploitation of interactive videoconferencing. Open Education: The Journal for Open & Distance Education & Educational Technology, 15(1), 202–211.
Zurück zum Zitat Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383–391. Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383–391.
Zurück zum Zitat Maher, D., & Prescott, A. (2017). Professional development for rural and remote teachers using video conferencing. Asia-Pacific Journal of Teacher Education, 45(5), 520–538.CrossRef Maher, D., & Prescott, A. (2017). Professional development for rural and remote teachers using video conferencing. Asia-Pacific Journal of Teacher Education, 45(5), 520–538.CrossRef
Zurück zum Zitat Mould, T., & DeLoach, S. B. (2017). Moving beyond GPA: Alternative measures of success and predictive factors in honors programs. Journal of the National Collegiate Honors Council, 18(1), 149–168. Mould, T., & DeLoach, S. B. (2017). Moving beyond GPA: Alternative measures of success and predictive factors in honors programs. Journal of the National Collegiate Honors Council, 18(1), 149–168.
Zurück zum Zitat Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods (4th Edition). Routledge. Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods (4th Edition). Routledge.
Zurück zum Zitat Nowak, K. (2001). Defining and differentiating copresence, social presence and presence as transportation. In Presence 2001 Conference, Philadelphia, PA (Vol. 2, pp. 686–710). Nowak, K. (2001). Defining and differentiating copresence, social presence and presence as transportation. In Presence 2001 Conference, Philadelphia, PA (Vol. 2, pp. 686–710).
Zurück zum Zitat Pinsk, R., Curran, M. J., Poirier, R., & Coulson, G. (2014). Student perceptions of the use of student-generated video in online discussions as a mechanism to establish social presence for non-traditional students: A case study. Issues in Information Systems, 15(1), 267–276. Pinsk, R., Curran, M. J., Poirier, R., & Coulson, G. (2014). Student perceptions of the use of student-generated video in online discussions as a mechanism to establish social presence for non-traditional students: A case study. Issues in Information Systems, 15(1), 267–276.
Zurück zum Zitat Saldana, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE Publications. Saldana, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE Publications.
Zurück zum Zitat Shivangi, D. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.CrossRef Shivangi, D. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.CrossRef
Zurück zum Zitat Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–190.CrossRef Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–190.CrossRef
Zurück zum Zitat Sligar, S. R., Pelletier, C. D., Bonner, H. S., Coghill, E., Guberman, D., Zeng, X., Newman, J. J., Muller, D., & Denni, A. (2017). Student perceptions of online tutoring videos. New Horizons in Adult Education & Human Resource Development, 29(4), 4–19. https://doi.org/10.1002/nha3.20196CrossRef Sligar, S. R., Pelletier, C. D., Bonner, H. S., Coghill, E., Guberman, D., Zeng, X., Newman, J. J., Muller, D., & Denni, A. (2017). Student perceptions of online tutoring videos. New Horizons in Adult Education & Human Resource Development, 29(4), 4–19. https://​doi.​org/​10.​1002/​nha3.​20196CrossRef
Zurück zum Zitat Wang, Y., Fang, W. C., Han, J., & Chen, N. S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37. Wang, Y., Fang, W. C., Han, J., & Chen, N. S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37.
Zurück zum Zitat Warrican, S. J., Leacock, C. J., Thompson, B. P., & Alleyne, M. L. (2014). Predictors of student success in an online learning environment in the English-speaking Caribbean: Evidence from the university of the west indies open campus. Open Praxis, 6(4), 331–346.CrossRef Warrican, S. J., Leacock, C. J., Thompson, B. P., & Alleyne, M. L. (2014). Predictors of student success in an online learning environment in the English-speaking Caribbean: Evidence from the university of the west indies open campus. Open Praxis, 6(4), 331–346.CrossRef
Zurück zum Zitat Zigelman, I. (2018). Constructivism and the Community of Inquiry. In Power, R. (Ed.). Technology and the Curriculum: Summer 2018 (pp.7–24) Power Learning Solutions. Zigelman, I. (2018). Constructivism and the Community of Inquiry. In Power, R. (Ed.). Technology and the Curriculum: Summer 2018 (pp.7–24) Power Learning Solutions.
Metadaten
Titel
Facilitating Community of Inquiry Through Video-Enhanced Online Instruction: What are Learners’ Impressions?
verfasst von
Bojan Lazarevic
Julia Fuller
Jabari Cain
Publikationsdatum
19.06.2023
Verlag
Springer US
Erschienen in
TechTrends / Ausgabe 4/2023
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-023-00864-8

Weitere Artikel der Ausgabe 4/2023

TechTrends 4/2023 Zur Ausgabe

Column: Rethinking Creativity and Technology in Education

Creative Uses of ChatGPT for Education: a Conversation with Ethan Mollick

Column: Editor’s Notes

Introduction to the July 2023 Issue