Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online—Team-Based Learning
| Autor: | David S. Williams, Julie M. Estis, Christopher W. Parrish, Sarah K. Guffey, Drew Lewis |
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| Rok vydání: | 2021 |
| Předmět: |
Social connectedness
media_common.quotation_subject 050801 communication & media studies Community of inquiry Education 0508 media and communications Team-based learning Community of inquiry framework ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Synchronous engagement Online education media_common Original Paper Teamwork 05 social sciences Educational technology 050301 education Flexibility (personality) Cognition Workload Asynchronous engagement Computer Science Applications Psychology 0503 education |
| Zdroj: | Techtrends |
| ISSN: | 1559-7075 8756-3894 |
| DOI: | 10.1007/s11528-021-00598-5 |
| Popis: | This paper describes the development of the Integrated Online-Team-Based Learning (IO-TBL) model and details students' perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence. |
| Databáze: | OpenAIRE |
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