{"id":464,"date":"2020-11-29T20:01:50","date_gmt":"2020-11-30T04:01:50","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/?p=464"},"modified":"2020-11-29T20:50:48","modified_gmt":"2020-11-30T04:50:48","slug":"coi-framework-lens-for-my-research","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/coi-framework-lens-for-my-research\/","title":{"rendered":"CoI Framework – Lens for my Research"},"content":{"rendered":"

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My research topic examines the implications of the growth of blended learning on teaching practices in higher education in Canada. Specifically, I am focusing on the community of faculty and their educational development regarding their educational technology use and their pedagogical practices needed in a blended learning environment to engage learners in a learning community.<\/span><\/p>\n

My main research question<\/strong> is: What implications might the increase of blended learning have on faculty\u2019s teaching practices in Canadian Universities in British Columbia? <\/em><\/span>My sub-questions<\/strong> are: In what ways might Communities of Practice (CoPs) contribute to Faculty Educational Development? How might faculty utilize educational technologies to support pedagogical practices in blended learning environments?<\/em><\/span><\/p>\n

The proposed research is guided by the Community of Inquiry (CoI) framework. CoI is a framework that describes learning within a group of individuals with the intersection of social, teaching, and cognitive presence. (Vaughan, Cleveland-Innes, and Garrison, 2013). Through these presences, learners construct meaning purposefully and collaboratively.\u00a0<\/span><\/p>\n

Social Presence is learners\u2019 ability to express their personalities [digital identities], conveying the essence of their real-self in mediated communication. (Garrison & Arbaugh, 2007). Cognitive presence is the extent to which learners can construct meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2010). Both cognitive and social processes are governed by the teaching presence (Vaughan, Cleveland-Innes, & Garrison,2013). Teaching Presence consists of design and organization, facilitation, and direct instruction (Vaughan, Cleveland-Innes, & Garrison,2013).<\/span><\/p>\n

The reason for selecting CoI as a theoretical framework for my research is because establishing a CoI helps employ a framework to understand a community\u2019s concept in online learning environments (Vaughan, Cleveland-Innes, and Garrison, 2013). Also, the quality of blended learning depends on the design of blended learning and students\u2019 engagement in the learning environment (Duffy & Kirkley, 2004). Therefore, poorly designed learning environments may result in a poor learning experience. I plan on utilizing CoI as a lens to investigate the teaching practices required in blended learning environments.<\/span><\/p>\n

Have you used CoI as your theoretical framework in your research? why?<\/span><\/p>\n

References<\/span><\/p>\n

Duffy, T., & Kirkley, J. R. (2004). Learner-centred theory and practice in distance education<\/em>: Cases from higher education. Mahwah, NJ: Lawrence Erlbaum.<\/span>
\nGarrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry: A retrospective. The Internet and Higher Education, 13<\/em>(1-2), 5-9. doi:10.1016\/j.iheduc.2009.10.003<\/span>
\nVaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry<\/em>. Athabasca University Press.<\/span><\/p>\n

Contribution<\/span><\/p>\n

Bud Helisson<\/a> on Unsplash<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

My research topic examines the implications of the growth of blended learning on teaching practices in higher education in Canada. Specifically, I am focusing on the community of faculty and their educational development regarding their educational technology use and their… Continue Reading →<\/a><\/p>\n","protected":false},"author":159,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[12],"tags":[],"class_list":["post-464","post","type-post","status-publish","format-standard","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/posts\/464","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/users\/159"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/comments?post=464"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/posts\/464\/revisions"}],"predecessor-version":[{"id":469,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/posts\/464\/revisions\/469"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/media?parent=464"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/categories?post=464"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0130\/wp-json\/wp\/v2\/tags?post=464"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}