The online community of inquiry model - what's next ?

1. The online community of inquiry model - what's next ? Panel presentation Cleveland-Innes, M. Garrison, D.R. Ice, P. Shea, P. Swan, K.

2. Agenda • Brief introduction of CoI framework M. Cleveland-Innes • Issues and next steps with the development of the CoI framework D.R. Garrison • The place of emotional presence M. Cleveland-Innes • Learner characteristics and perceptions of social presence K. Swan • Socially rich technologies and the CoI P. Ice • New research directions: An investigation of the CoI framework and the "Net Generation“ P. Shea

3. Questioning Reasoning Connecting Deliberating Challenging Problem Solving Community of Inquiry The model is thoroughly social and communal ….. …. a method for integrating emotive experience, mental acts , thinking skills, and informal fallacies into a concerted approach to the improvement of reasoning and judgment. Lipman, 2003

4. Canadians Garrison, Anderson & Archer, 2000

5. Community of Inquiry Framework Garrison, Anderson and Archer (2000) Social Presence The ability of participants in a community of inquiry to project themselves socially and emotionally as ‘real’ people (i.e., their full personality), through the medium of communication being used. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.

6. Ongoing research ad development http://www.communitiesofinquiry.com/

7. Issues:Community of Inquiry Framework Dr. Randy Garrison

8. Community Of Inquiry • The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly socialand communal”. • Lipman, 1991

9. Community of Inquiry Framework Social Presence The ability of participants in a community of inquiry to project themselves socially and emotionally as ‘real’ people (i.e., their full personality), through the medium of communication being used. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.

10. CoI Categories/Indicators

11. Social Presence • Social presence is defined as the ability of participants in a community of inquiry to project themselves socially and emotionally, as “real’ people (i.e., their full personality), through the medium of communication being used. (Garrison, Anderson & Archer, 2000) • Effect of medium not most salient factor (contrary to Short, et al., 1976)

12. SP Categories • Open Communication • Group Cohesion • Affective Expression

13. Social Presence • The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.

14. Questions • Have we placed too much emphasis on social presence (SP) in supporting online and blended communities of inquiry?? • Is SP a required precursor to cognitive presence?

15. SP & Group Identity • Purpose can be the basis of shared social identity (SP?). • If the purpose of SP is to communicate and collaborate, salient group identity will increase group cohesion. • A “salient personal identity could in fact undermine the shared group identity” (p. 153) Rogers & Lea, 2005

16. Nature of a CoI? • Learning space or social space? • “Their use of the medium wasfunctional, organized, time-driven, and carefully evaluated.” (Conrad, 2002) • Manage “pathological politeness” (expectations & activities) • Build community “judiciously” (takes time)

17. Cognitive Presence Extent to which participants critically reflect, (re)construct meaning, and engage in discourse for the purpose of sharing meaning and confirming understanding.

18. Practical Inquiry Model (Adapted from Garrison & Archer, 2000)

19. Questions • How do we move inquiry beyond the exploration phase? • Does metacognitive awareness enhance the rate of progression and quality of the inquiry process?

20. CP & Progression • Greatest need for research. • Cognitive presence is dependent upon purpose, collaboration and leadership. • Progressing through the phases of inquiry can be greatly facilitated by an understanding of the expectations and the inquiry cycle.

21. Teaching Presence The design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.

22. TP Categories • Design & Organization • Facilitation • Direct Instruction

23. Teaching Presence • What is the role of teaching presence? • How essential is TP?

24. How Essential? • The body of evidence is growing rapidly attesting to the importance of teaching presence for successful online learning … • The consensus is that teaching presence is a significant determinate of student satisfaction, perceived learning, and sense of community.

25. Contact Information

26. The place of emotional presence Dr. Martha. Cleveland-Innes

27. Questioning Reasoning Connecting Deliberating Challenging Problem Solving Community of Inquiry The model is thoroughly social and communal ….. …. a method for integrating emotive experience, mental acts , thinking skills, and informal fallacies into a concerted approach to the improvement of reasoning and judgment. Lipman, 2003

28. Social Presence …. ….. is defined as "the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e. their full personality), through the medium of communication being used”

30. How emotional is the social ? 7/15 social expressions corresponded significantly to more positive ratings of the social environment. • addressing others by name • complimenting • expressing appreciation • using the reply feature to post messages • expressing emotions • using humor • salutations. Rourke & Anderson, 2000

31. “social-emotional literacy appears to be the most complicated of all types of digital literacy” Eshet, 2004 “We argue that cognitive presence …is more easily sustained when a significant degree of social presence has been established” Garrison, Anderson & Archer, 2000 Social or emotional presence?

32. …. COI model does allude to some aspects of instructor humanness, especially in the social presence component, perhaps there is room in this model for a more specific emphasis on the emotional presence. How can one have a true community without some aspect of emotional attachment or involvement in the lives of those who share that communal space? Perry & Edwards, 2005

33. Emotions and Learning “From brain research we know now that when we get emotional about a task we are involved in learning. Brain research has confirmed that emotions are linked to learning by assisting us in recall of memories that are stored in our central nervous system. “ “Practically speaking, this means as designers and educators need to create places that are not only safe to learn, but also spark some emotional interest through celebrations and rituals.” Fielding, 2006

34. Data points • Exploratory study of the impact of a concurrent participatory online workshop about emotion • Re-examined pre-post questionnaires and CMC transcripts • Extensive multi-disciplinary literature review • Student/instructor interviews regarding emotion online • Evaluation of EP items crossed referenced to initial elements

35. Definitions Affect: influence or action in relationship to feelings and emotions. Emotions: unconscious states that arise spontaneously. Feelings: the conscious expression of emotion.

36. Delight Emphasis Excitement Yearning Passion Desire / hope Unhappiness Humor Pride Enjoyment Like Dislike Thankfulness Appreciation Preference Irony / sarcasm Noticeable emotions online

38. Emotional Presence

39. Indicators of emotional presence • Emotion was expressed when connecting with other students. (EP in SP) • The instructor acknowledged emotion expressed online by students. (EP in TP) • Expressing emotion in relation to expressing ideas was acceptable in this course. (EP in CP) • I felt comfortable expressing emotion through the online medium. (EP in SP) • The instructor demonstrated emotion in online presentations and/or discussions. (EP in TP) • I found myself responding emotionally about ideas or learning activities in this course. (EP in CP).

40. Definition of Emotional Presence The outward expression of emotion by individuals, and among individuals, in a community of inquiry, as they relate to and interact with course content, peers and the instructor. Cleveland-Innes, 2007

41. References Damasio, A. R. (1995). Descartes' error: emotion reason and the human brain. New York: Quill. Garrison, D. R., Anderson, T. & Archer, W. (2000). Critical Inquiry in a text-based environment: computer conferencing in higher education. In Internet and Higher Education, 2 (2). pp 87-105. Retrieved September 14, 2006 from http://www.atl.ualberta.ca/cmc/CTinTextEnvFinal.pdf LeDoux, J. (2002). The synaptic self: how our brains become who we are. New York: Penguin. Lehman, R. (2006). The role of emotion in creating Instructor and learner presence in the distance education experience. Journal of Cognitive Affective Learning,2(2) (Spring 2006), 12-26. Retrieved September 14 from: https://www.jcal.emory.edu//viewarticle.php?id=45&layout=html O’Regan, K. (2003). Emotion and e-learning. Journal of Asynchronous Learning Networks, 7(3), 78-92. Retrieved September 14, 2006 from: http://www.sloan-corg/publications/jaln/v7n3/pdf/v7n3_oregan.pdf#search=%22%22Emotion%20and%20E-Learning%22%22

42. A Rose is Only a Rose if I Think So: Learner Characteristics & Perceptions of Social Presence Karen Swan, Kent State University LiFang Shih, University at Albany

43. social presence • the degree to which participants in computer mediated communication feel socially and emotionally connected • the ability of learners to project themselves socially and affectively into an online community of inquiry

44. research to date • social presence can be (strongly) felt by participants in computer-mediated communication (Walther, 1994; Gunawardena, 1995; Tu & McIsaac, 2002) • and projected into text-based asynchronous discussion using verbal immediacy indicators alone (Rourke, Anderson, Garrison & Archer, 2001; Swan, 2002; 2003)

45. research to date • perceptions of social presence are linked to student satisfaction in online courses (Gunawardena, Lowe & Anderson,1997; Tu, 2002; Richardson & Swan, 2003) • and to (perceived) learning from them (Walther, 1994; Gunawardena, 1995; Picciano, 2002)

46. but – (how) do perceptions of social presence vary among learners? • What factors influence perceptions of social presence? • How do students perceiving differing levels of social presence project themselves into online discussion? • How do students perceiving differing levels of social presence conceptualize online discussion?

47. subjects & setting • 54 (/94) graduate education students enrolled in 4 classes complete online survey (2/3 female; 2/3 with online experience; ages 21-50) MM CE Instructor A Instructor B

48. online survey • demographic & experiential information • respondents asked to rate agreement with statements (1-5 Likert scale) concerning: • perceived presence of peers (8) • perceived presence of instructor (5) • satisfaction with instructor (1) • perceived learning (4) • perceived interaction (1)

49. results analysis of variance reveals significant differences between courses (but not classes or instructors) only differences between groupings by student characteristics related to age (and not gender, online experience, time spent in course)

50. results quantitative comparison reveals meaningful differences in perceptions between subjects perceiving the most & least presence