Using Communities of Inquiry Online to Perform Tasks of Higher Order Learning

Using Communities of Inquiry Online to Perform Tasks of Higher Order Learning

Ramon Tirado-Morueta (University of Huelva, Spain), Pablo Maraver-López (University of Huelva, Spain) and Ángel Hernando-Gómez (University of Huelva, Spain)
Copyright: © 2018 |Pages: 12
DOI: 10.4018/978-1-5225-2255-3.ch345
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Abstract

In this research the community of inquiry model is used as an analytical framework, along with quantitative content analysis and social network analysis, in order to understand how social and cognitive presence and group structure are affected by type of learning task and social networks. Discussion forums were employed focusing on three types of tasks: analyzing, evaluating, and creating. Over a period of three academic years, a total of 96 discussion forums were analyzed. Results show how social and cognitive presence, are affected by social group structure and centrality of coordinators, depending of type of learning task.
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Background

To achieve the stated objective, this section describes the conceptual frameworks and the background used in this empirical study.

Key Terms in this Chapter

Cohesion: Describes the general level of linkage among the actors in the network.

Social Presence: The ability of learners to project themselves socially and affectively into a community of inquiry.

Teaching Presence: The design of the educational experience and facilitation among the teacher and the students.

Cognitive Presence: Refers to the extent to which online learners can construct and validate meanings based on communication and thinking.

Network Centralization: Refers to the extent to which a network is centered on a subject.

Centrality: The measure of the interaction considering the directionality of the sending or receiving of messages.

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