My teaching context is in vocational training, specifically paramedic training. Following the trend of other education frameworks, the use of online learning has increased in paramedic training curriculums. As a facilitator for this online component, it is important to address each of the following: social presence, cognitive presence, and teaching presence, especially when we consider a learning environment such as a community of inquiry.
In a community of inquiry participants work together as both student and teacher, each participating in the different roles throughout the learning experience. The goal of a facilitator is to set the framework or tone for the discussion, and to keep the group moving towards the goal of the community of inquiry. Bringing a group of people together can result in lively discussions and quality learning for everyone. Discussed below are several strategies that a facilitator can use to ensure a positive learning environment in a community of inquiry and incorporate the 3 presences (Cognitive, Teaching, and Social).
Cognitive presence:
How do we recognize learning is happening? Dialogue between learners and not simply answered by the instructor suggests a higher level of learning by the participants (Moore, 2021). To increase cognitive presence, recognizing the various environments that students can learn from is important. Both synchronous and asynchronous activities create opportunities for learners to prepare, react, engage, and learn from each other (University of Waterloo, 2022).
Teaching presence:
In contrast to traditional classrooms, there is no ‘class time’ for online courses. Establishing teaching presence is important to be perceived as “present” by students (Mandernach et all, 2006). As a facilitator it is important to funnel the discussions towards the learning outcome and at the same time, acknowledge and encourage student contributions to draw in learners. A visibly active facilitator increases student connectedness (Mandernach et all, 2006).
Social presence:
It is important to recognize the limitations of the technology you are using. Moore (2021) identifies the qualities of in-person interactions that may not be present in digital communication. In-person communication allows for facial expressions, gestures, normal interruptions or overlapping conversations, and opportunities for immediate clarification, all important parts of developing social presence. Synchronous video technologies help to increase these ‘in person’ characteristics and ensure social presence is present.
References
Mandernach, B., Gonzales, R. & Garrett, A. (2006). An examination of online instructor presence via threaded discussion participation. Journal of Online Learning and Teaching, 2 (4).
Moore M. (2021). Resilient Pedagogy. Practical Teaching Strategies to Overcome Distance, Disruption, and Distraction. Chapter 13: Asynchronous Discussions for First-Year Writers and Beyond: Thinking Outside the PPR (Prompt, Post, Reply) Box, https://oen.pressbooks.pub/resilientpedagogy/chapter/thinking-outside-the-ppr-prompt-post-reply-box/
Online Discussions: Tips for Instructors. Centre for Teaching Excellence, University of Waterloo. (2022). https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/discussions/online-discussions-tips-for-instructors