Abstract
Research shows that inquiry-based learning, which includes critical reflection, reasoning, and autonomy of thought, is more effective than the traditional lecture and fact-finding method. With COVID changing the mode of education to online pedagogy, this study assessed student critical inquiry on an online collaborative website. Evidence revealed that students across two classes challenged each other and added information furthering critical inquiry. In addition, they revisited the weekly questions expanding the deliberative process across both their posts and responses. This study finds evidentiary proof that interaction is an invaluable method to engage students in academic inquiry-based deliberation despite the mode of education changed due to COVID.
TopIntroduction
Critical inquiry, the process of gathering, evaluating information, ideas, and assumptions from multiple perspectives with the opportunity to reflect and deliberate with others are indispensable in education. While these inquiry processes occur naturally in face-to-face classes as students listen to each other’s comments, ask each other questions and build rapport through frequent contact, COVID created the need for research on how critical reflection and deliberation could occur online.
Indeed online deliberative research during COVID found that students built authentic and deeper learning in online deliberations with each other (Greeno et al., 1996; Edelson et al., 1999). And that these interactions provided them with the opportunity to test their voice, question each other, learn and apply their knowledge while developing greater intimacy with their instructors (Chen et al., 2021; Saikat et al., 2021; Paudel, 2021; Adedoyin & Soykan, 2020). In addition, other research during COVID found that online education enhanced diversity and equity among students and their subsequent performance and satisfaction in online courses (Afrouz & Crisp (2021).
Analogously, other research during COVID found that students’ deliberations online led to better group outcomes (Hadwin et al. 2018). And that students self-organized themselves into study groups and were more satisfied with their learning online (Järvelä & Rosé, 2020). While, research prior to COVID found the same in that the deliberative process that occurred in online deliberative forums were similar to face-to-face discussions (Paul & Elder, 2013; Chadha, 2021; McKenna et al., 2022; Cohen, 2022, 2020, 2022; Tecce et al., 2022).
Undoubtedly, there were limits in online technologies, whether it was during or prior to COVID, in that technical and access issues frustrated students as they could not easily share class materials with peers or provide immediate feedback (Bakhmat et al., 2021; Hossain et al., 2021; Mahmood, 2021). In addition the perception that the instructor was less involved resulted in lower course satisfaction ratings (Arend, 2009). With the continued normalization to online education yet mixed assessment researchers call for more research touting that online spaces uniquely provide several benefits for critical inquiry (O'Connor et al., 2020).
Key Terms in this Chapter
Inquiry-Based Learning: Inquiry-based learning is an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas.
COL Framework: The framework represents three critical and interdependent elements—social, cognitive, and teaching presence—which work together to create meaningful learning experiences in the online and on-campus environment. These three presences are co-dependent.
Collaboration: The action of working with someone to produce or create something.