Category: LRNT 622

For my applied research project, my current question is how might the implementation of a Community of Inquiry framework impact a self-paced high-school online course? This is supported by four sub questions: ·       

•   How might teaching methods be used differently to establish and nourish the three COI presences?
•  How might the self-paced, asynchronous nature alter the COI framework?
•  How might the establishment of a COI impact the emotions of a student?
•  How might the varied age of learners influence the COI?

There are two theoretical frameworks that I am currently interested in researching more about. 

The first framework is Mobile Learning Theory. 

Due to my research being based on an online distributed learning environment, using mobile learning theory as my theoretical framework seems like it would be a good fit. Mobile learning can happen anywhere and at any time and can be broken up into three complexities: pedagogy, infrastructure, and communication (Franklin, 2011). Koole (2011) discusses how mobile learning is described by “the convergence of mobile technologies, human learning capacities, and social interaction” (pg. 25). Both of these definitions have similarities with a Community of Inquiry, and the three presences it is built around. Furthermore, by using this framework, I am already differentiating how my learning environment differs from that of a traditional classroom. 

The second theoretical framework I am interested in exploring is Self-Efficacy Theory. 

Self-efficacy is described as one’s perceived belief on whether they can be successful on a given task (Bandura, 1977). One’s self efficacy is related to their personal experiences, second hand experience, social persuasion, and physiological and emotional factors ( Bandura, 1977). Due to my students having varied experiences, and motivators for signing up for my courses, understanding self-efficacy and its impacts on learning will be helpful in understanding how different teaching methods could be tailored towards students. I am especially interested in the social persuasion, and physiological and emotional factors, as I feel they relate more to my research questions. 

As I continue to read more into these frameworks, I can see how they would relate to my research. I am just not sure if using two frameworks is wise? Having read my questions, is there another framework you think I should check out instead of one of these? 

Thanks, 

Amanda

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi:10.1037/0033-295X.84.2.191

Franklin, T. (2011). MOBILE LEARNING: AT THE TIPPING POINT. The Turkish Online Journal of Educational Technology Copyright  The Turkish Online Journal of Educational Technology, 10(261). Retrieved from https://files.eric.ed.gov/fulltext/EJ946635.pdf

Koole, M. L. (2009). Chapter 2: A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, (pp. 25–47). Edmonton, AB: AU Press

Moving into LRNT 622, we have been tasked with considering how we will share our final research project. 

As an online teacher, working in an asynchronous, self-paced environment, I am interested in what can be done to improve student success, focusing on the introduction of a Community of Inquiry framework. 

My goal is to keep my research relevant to my context, and hopefully be able to apply what I have found to my own courses. I would share my research in 2 stages. 

The first would be locally within my own school and district. This could be done during our school collaboration time, and further explored during a professional development workshop. By hosting a workshop on a ProD Day, any interested educators from outside my school could attend, as well as my school colleagues. 

The second stage would be sharing my research at conference. One conference that I attend yearly is the Digital Learning Symposium, often held in the Spring. Many -K-12 DL and classroom teachers from around BC and further attend this conference. Sharing my research here would allow for my to reach other teachers that work in very similar conditions to myself.

As the call for presenters is already happening for the April 2020 conference, I would most likely be presenting in the Spring of 2021. 

If you know of any other conferences that would be cool to check out, let me know. 

Amanda

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