{"id":469,"date":"2023-09-09T21:24:31","date_gmt":"2023-09-10T04:24:31","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/?p=469"},"modified":"2023-09-09T21:24:31","modified_gmt":"2023-09-10T04:24:31","slug":"lrnt-528-assignment-1-strategies-for-improving-employee-virtual-onboarding-evo-using-a-community-of-inquiry-coi-approach","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/lrnt-528-assignment-1-strategies-for-improving-employee-virtual-onboarding-evo-using-a-community-of-inquiry-coi-approach\/","title":{"rendered":"LRNT 528 Assignment 1 &#8211; Strategies for Improving Employee Virtual Onboarding (EVO) Using a Community of Inquiry (COI) Approach"},"content":{"rendered":"\n<p class=\"has-medium-font-size\">Click this <a rel=\"noreferrer noopener\" href=\"https:\/\/royalroadsca-my.sharepoint.com\/:b:\/g\/personal\/m8li_royalroads_ca\/EbmOV4v7WT5IuMuWD_smk08BHmgQ9597UL7okc1okdb4mA?e=F4qTQG\" data-type=\"URL\" data-id=\"https:\/\/royalroadsca-my.sharepoint.com\/:b:\/g\/personal\/m8li_royalroads_ca\/EbmOV4v7WT5IuMuWD_smk08BHmgQ9597UL7okc1okdb4mA?e=F4qTQG\" target=\"_blank\">link<\/a> to view the infographic in full size. <\/p>\n\n\n\n<p>The purpose of this infographic was to illustrate how a COI framework can be utilized to enhance EVO within the workplace. As a team leader, one of my responsibilities involves facilitating the onboarding process. Onboarding remote employees has proven to be a challenging aspect of this role.<\/p>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Statement of Problem<\/strong><\/p>\n\n\n\n<p>Employees are dissatisfied with onboarding due to information overload and monotonous training, resulting in reduced engagement and delayed job application. The absence of a structured onboarding system impedes information access and time management. Employees also seek interactive content and feedback opportunities to share onboarding experiences and suggest improvements.<\/p>\n\n\n\n<!--more-->\n\n\n\n<p class=\"has-medium-font-size\"><strong>Research &amp; Recommendations<\/strong><\/p>\n\n\n\n<p>Community of inquiry (COI) is a framework that guides effective online learning, where community members collaborate to derive meaning from the course content <a href=\"https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6\" data-type=\"URL\" data-id=\"https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6\" target=\"_blank\" rel=\"noreferrer noopener\">(Garrison et al., 1999)<\/a>. To address virtual onboarding challenges, adopting the COI framework can create an efficient online learning experience by applying strategies across its interconnected components.<\/p>\n\n\n\n<p>1. <strong>Cognitive presence<\/strong> refers to the ability of community members to collectively construct shared values through ongoing communication, crucial for fostering critical thinking in the learning process <a href=\"https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6\" data-type=\"URL\" data-id=\"https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6\" target=\"_blank\" rel=\"noreferrer noopener\">(Garrison et al., 1999)<\/a>. <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Triggering Events:<\/strong> Begin onboarding with captivating content like videos or interactive simulations to spark employee interest in their new role and the company.<\/li>\n\n\n\n<li><strong>Exploration:<\/strong> Promote independent resource exploration and offer e-learning modules with discussion forums for questions, discussions, reflections, and responses <a href=\"http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/\" data-type=\"URL\" data-id=\"http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/\" target=\"_blank\" rel=\"noreferrer noopener\">(Boettcher, 2019)<\/a>.<\/li>\n\n\n\n<li><strong>Integration:<\/strong> Foster critical thinking through group discussions that connect past experiences to the new role.<\/li>\n\n\n\n<li><strong>Resolution:<\/strong> Provide opportunities for employees to demonstrate their understanding through guided work scenarios and receive feedback.<\/li>\n<\/ul>\n\n\n\n<p>2. <strong>Social presence <\/strong>indicates the ability of learners in a COI to express their full personalities and be authentic individuals <a href=\"https:\/\/youtu.be\/Nv1bUZv5PLs\" data-type=\"URL\" data-id=\"https:\/\/youtu.be\/Nv1bUZv5PLs\" target=\"_blank\" rel=\"noreferrer noopener\">(Lalonde, 2020)<\/a>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Icebreakers:<\/strong> Facilitate colleague connections and community building with virtual team-building activities <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/\" data-type=\"URL\" data-id=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/\" target=\"_blank\" rel=\"noreferrer noopener\">(Bull, 2013)<\/a>.<\/li>\n\n\n\n<li><strong>Peer Learning:<\/strong> Pair mentors or buddy employees with new hires for enhanced support and connection.<\/li>\n\n\n\n<li><strong>Video Conferencing:<\/strong> Lead live video meetings for employees, leaders, and expert interactions, including introductions and Q&amp;A sessions.<\/li>\n<\/ul>\n\n\n\n<p>3. <strong>Teaching presence <\/strong>denotes \u201cthe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes\u201d <a href=\"https:\/\/doi.org\/10.24059\/olj.v5i2.1875\" data-type=\"URL\" data-id=\"https:\/\/doi.org\/10.24059\/olj.v5i2.1875\" target=\"_blank\" rel=\"noreferrer noopener\">(Anderson et al., 2001, p.5)<\/a>.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Content Organization:<\/strong> Offer a structured onboarding process with logical learning modules for easy navigation and information retrieval.<\/li>\n\n\n\n<li><strong>Facilitation:<\/strong> Capable of leading employees through onboarding, addressing inquiries, and fostering a knowledge-building community <a href=\"https:\/\/doi.org\/10.24059\/olj.v5i2.1875\" data-type=\"URL\" data-id=\"https:\/\/doi.org\/10.24059\/olj.v5i2.1875\" target=\"_blank\" rel=\"noreferrer noopener\">(Anderson et al., 2001)<\/a>.<\/li>\n\n\n\n<li><strong>Feedback and Assessment:<\/strong> Regularly assess employees progress through peer review, provide feedback to enhance understanding, encourage reflection, and identify areas requiring additional support <a href=\"https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a\" data-type=\"URL\" data-id=\"https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a\" target=\"_blank\" rel=\"noreferrer noopener\">(Vaughan et al., 2013)<\/a>.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size\"><strong>Conclusion<\/strong><\/p>\n\n\n\n<p>By integrating these strategies within the COI framework to EVO, as a facilitator, you can create an interactive online learning environment that fosters active participation, teamwork, and meaningful outcomes. This approach prepares employees for new responsibilities and strengthens their connection to the organization.<\/p>\n\n\n\n<p class=\"has-medium-font-size\"><strong>References<\/strong><\/p>\n\n\n\n<p>Anderson, T., Rourke, L., Garrison, R., &amp; Archer, W. (2001). Assessing teaching presence in a computer conferencing context. <em>Online Learning<\/em>, <em>5<\/em>(2). <a href=\"https:\/\/doi.org\/10.24059\/olj.v5i2.1875\">https:\/\/doi.org\/10.24059\/olj.v5i2.1875<\/a><\/p>\n\n\n\n<p>Boettcher, J. V. (2019). <em>Ten best practices for teaching online. <\/em>Designing for Learning. <a href=\"http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/designingforlearning.info\/writing\/ten-best-practices-for-teaching-online\/<\/a>&nbsp;<\/p>\n\n\n\n<p>Bull, B. (2013, June 3). <em>Eight roles of an effective online teacher<\/em>. Faculty Focus. <a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/a>&nbsp;<\/p>\n\n\n\n<p>Garrison, D. Randy., Anderson, T., &amp; Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. <em>The Internet and Higher Education<\/em>, <em>2<\/em>(2-3), 87\u2013105. <a href=\"https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6\">https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6<\/a><\/p>\n\n\n\n<p>Lalonde, C. (2020). <em>Facilitation in a community of inquiry<\/em> [Video]. YouTube. <a href=\"https:\/\/youtu.be\/Nv1bUZv5PLs\">https:\/\/youtu.be\/Nv1bUZv5PLs<\/a><\/p>\n\n\n\n<p>Vaughan, N. D., Cleveland-Innes, M., &amp; Garrison, D. R. (2013). Facilitation. In\u00a0<em>Teaching in blended learning environments<\/em>\u00a0(pp. 45\u201361). Athabasca University Press.\u00a0<a href=\"https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a\">https:\/\/read.aupress.ca\/read\/teaching-in-blended-learning-environments\/section\/43261c4a-6d4c-44cf-8c7f-60bc306eb03a<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Click this link to view the infographic in full size. The purpose of this infographic was to illustrate how a COI framework can be utilized to enhance EVO within the workplace. As a team leader, one of my responsibilities involves facilitating the onboarding process. Onboarding remote employees has proven to be a challenging aspect of &hellip; <a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0269\/lrnt-528-assignment-1-strategies-for-improving-employee-virtual-onboarding-evo-using-a-community-of-inquiry-coi-approach\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;LRNT 528 Assignment 1 &#8211; Strategies for Improving Employee Virtual Onboarding (EVO) Using a Community of Inquiry (COI) Approach&#8221;<\/span><\/a><\/p>\n","protected":false},"author":279,"featured_media":476,"comment_status":"open","ping_status":"","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-469","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/469","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/users\/279"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/comments?post=469"}],"version-history":[{"count":6,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/469\/revisions"}],"predecessor-version":[{"id":477,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/469\/revisions\/477"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media\/476"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media?parent=469"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/categories?post=469"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/tags?post=469"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}