Building High-Functioning Communities of Inquiry with Computer Mediated Communications

Building High-Functioning Communities of Inquiry with Computer Mediated Communications

1. Creating a Sense of Community

   • Constructivist Pedagogy
     • Develop a common ground by sharing experiences, thoughts, ideas, and knowledge
     • Feelings of connectedness and belonging enhances opportunities for:
       • Collaboration
       • Reflective discourse
       • Knowledge construction
       • Higher-order thinking
       • Increased transferability of knowledge
     • Important for learners to understand the differences between F2F and online interactions
     • Essential that learners are aware of academic goals of the community of inquiry

2. Asynchronous Discussion Forums

   • Constructivist Pedagogy
     • Requires collaboration and ownership of learning and the environment
       • Instructor's Role
         • Model appropriate discourse and communication ettiquette
         • Protect the learning environementy
           • Recognize and address barriers/issues in a timely manner
             • Inappropriate behavior
             • Lack of participation
             • Learner specific needs: English illiteracy, limited access to technology, ADD, ASPD
         • Establish a safe and trusting learning environment
     • Instructor as a Moderator and Facilitator of Learning
       • Various Roles of the instructor
         • Clear participation expectations
         • Clear grading process
         • Clear learning objectives for each forum, relate objectives to course learning objectives
         • Ensure instructor presence is perceived
         • Ensure the majority of communication is between learners
           • Encourage active listening and reflective response
           • Remain flexible with discussion direction, redirect if conversation veers significantly from learning objectives
           • Encourage debate and alternative perspectives
           • Ask thought provoking, crticial-thinking questions
         • Invite guest speakers to participate in discussions
         • Summarize discussions to ensure understanding
       • Caution with K-12 Learners
         • Emphasis on teaching digital citizenship
           • Instructors should model suitable behaviors,
           • Moderate social interactions
           • Encourage learners to take ownership of learning and learning environment
       • Balance of social, teaching and cognitive presence
         • Frequencies of presence shift as discussion evolve and experience is gained
         • Learners desire teacher presence and often base presence on frequency of direct interaction (feedback)
           • Learners desire reinforcement of learning and expect that instructors will challenge and push them academilcally
     • Learner Expectations
       • Support thoughts, ideas and opinions with evidence-based rationale
       • Prepare by completing assigned readings and learning activities
       • Succinctly articulate arguments and ideas in a paragraph or two
       • Proof read and edit all postings for spelling, grammar and completeness
       • Introduce new ideas and alternative perspectives
       • Build on other’s ideas or posts by adding new knowledge or context
       • Share experiences
       • Actively listen and reflect, disagreement is encourage, but remember to substantiate debatable ideas with evidence-based rationale and examples
       • Offer advice and feedback, remember to include equal amounts of positive and constructive feedback
       • Seek feedback and be gracious when received

3. Appreciative Leadership

   • Aims to satisfy indivdiual's needs for high-performance
     • Sense of belonging
     • Feeling valued for contributions
     • Knows the communities direction
     • Knows excellence is expected
     • Contributions are for a greater good
   • Encourages meaningful dialogue and the sharing of stregnths
   • Five Areas of Relational Practice
     • INQUIRY: Active listening, valuing others opitions
     • INSPIRATION: Encourage the sharing of stories to reach a common goal and vision
     • INTEGRITY: Provide clear expectations and lead by example
     • ILLUMINATION: Assist others to recognize strengths and needs
     • INCLUSION: Build relationships, create a sense of belonging by requesting and accepting alternative perspectives

4. Role of Lurkers

   • Reasons for Lurking
     • To become acquainted (“test out”) with the community
     • Feelings of intimidation and inadequate to post or respond
     • Limited content knowledge or major points have already been discussed
     • Limited knowledge of the moderating technology
   • Clear expectations and guidelines can encourage lurkers to post
   • Lurkers will eventually post once a sense of belonging is achieved
   • Conflicting Research on the Benefits of Lurking
     • Opposition of Lurking
       • Less satisfied with learning community experience
       • Poor knowledge retention
       • Limited deep reflection and high-order thinking
       • Less opportunity for instructor support
     • Proponents of Lurking
       • Feelings of shared understanding
       • Common learning goals and expectations
       • Perceived knowledge contruction