The demand to develop more qualified engineers in Canada is at the forefront of every post-secondary institution that currently instructs an applied science undergraduate program. One such option suggested is to move specific courses into the online spectrum and away from lecture halls and laboratory space norms. Much could be said about the reasons not to move online, such as the hands-on nature of the learning and the cost of creating sufficient laboratories online (Bates, 2009). However, COVID-19 forced the hand of many post-secondary schools in this direction.
When forced to abandon the face-to-face classroom for an online system, we needed to pivot and re-imagine our delivery and facilitation practices quickly. Looking back at how we could improve and impact a student’s educational experience by applying the Community of Inquiry Model (Garrison et al., 1999) as the basis to impact a student’s educational experience to our instance of teaching and facilitating was an exciting reflection piece for those behind the instructor’s podium.
Creating a Social Presence
Unlike in previous years, the course instructors now took a more personal approach in setting the stage for the course expectations. As new material and topics were introduced, we created welcome messages online via the course pages, not just at the beginning but throughout each unit or week. Adopting an approach in which everyone in the course had different motivations to be present, we established similar bonds and interests in our class community. We also discussed the teaching philosophy, our preferred communication styles, and expectations moving forward. Moving forward, we championed the learners to share more from their own experiences as subject matter experts, especially in the context of Work Integrated Learning and Co-op, which would allow others to learn from their peers’ experiences. Throughout the course, our efforts attempted the three sub-categories described under the Community of Inquiry’s social presence (Garrison et al., 1999, p.89).
Teaching Presence
The course needed to ensure the design and curriculum were set and did not deviate from the syllabus. That started with our continued use of the University’s LMS tool, Brightspaces. In keeping with the ideology to be more present and approachable, we recorded biographies for the instruction staff that were personal and engaging and, in turn, suggested that students do the same. For the synchronous portion, when facilitators showed up to class, we encouraged participants to interact and connect by turning their webcams on and being present—attempting to make it as close to a face-to-face classroom experience. Allowing students to regulate themselves online in this matter would strengthen the teaching presence in this particular COI (Vaughan et al., 2013). We also created a time management competency model for students to use at their discretion.
Following these strategies led us to believe it could present higher student satisfaction rates based on the perceived learning.
Cognitive Presence
Lastly, in creating the content and curriculum, we needed to ensure that the students would engage with the material online. Here we used different technology and techniques that encourage engagement. We used iclickers in the class for quick polls and comments on topics and introduced a strictly online Video Interview assignment. The most significant indication of our cognitive presence is the use of weekly reflective questions posed to the students. Students connected ideas from the theory presented in class to their own experiences in the practical world; there were no right or wrong answers here.
Overall, looking back on our experience teaching this course under the lens of COI was an exciting exercise. Looking forward, ideas such as the need to create a more transparent rubric online are necessary, and an opportunity to let the students lead discussions more will allow us to tighten the ideas in the COI framework.
References
Bates, T. (2009, July 5). Can you teach “real” engineering at a distance? | Tony Bates. https://www.tonybates.ca/2009/07/05/can-you-teach-real-engineering-at-a-distance/
Garrison, Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. Chapter 3: Facilitation (pp. 45-61).
https://www.canva.com/design/DAFL5ayppik/uCdCr1ljLKCYskT_2o6ktw/view?website#2
I just remembered one little thing I did online with students, and that was opening the meeting/classroom early and having soundtracks play in the background. A lot of students enjoyed coming into the class and hearing the musical scores from their favourite movies. It pumped them up before class began, and more and more students came early just to listen to what would come next.
Great information Ash! I appreciate how you guide us through your infographic. Wish I could help with that need for more engineers, however, I would say that career is something I would be allergic to!
As I move forward with MALAT, I have experimented with some of the techniques our Professors have used. One that I have found, my students really appreciate/enjoy is the Welcome Video I have started posting. I use it to give students a bit of information about myself and then a tour around our online learning system and how I use it. I have also started a Welcome discussion board where students post and image that captures how they are feeling as they get closer to graduating and a comment about what they are hoping to learning in our course. Both have been hits!
One thing I do not do is insist on cameras being on. I do explain my choice is based on reducing the environmental impact of whatever meeting I am hosting. I try to balance the need for connectivity by having an active chat sideline, breakout rooms for hearty discussion and sharing. I do begin meetings with my camera on and then I let students know I am turning the camera off. I try to have a funny or pop culture image vs just the screen with my name. So far, classes have been lively so it doesn’t seem like cameras off is having a negative impact on our online time together.
Hi Ash,
I like how your vidual is rooted in your personal experience from being a part of digital learning environments. I have shared some of these similar experiences and find your visual relatable and meaningful as a digital learner and facilitator. I in particular like how all your presence strategies focus on creating enjoyment and engagement for the learner. I also really appreciate that you included the looking forward and looking back section in your infographic. I thought the language you used to describe each section was very clear and user-friendly. I wonder more about the time management competency you created for students and how that looks applied in the course?
Thanks for sharing!
Thank you for your comments London. Our Time Mgmt piece was an add-on to our course, as we found students lagging behind in the first year and not able to manage their busy first-year engineering course load. We offer different modules to better student performance but do not make these modules mandatory or graded. We have however tracked those who have used the module, watched the videos etc., get better grades overall than those who did not open or complete the module. Perhaps a survey is in order to verify our suspecisions.