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Online Learning in K-College Classrooms: Students and Teachers Establish Social, Cognitive, and Teaching Presences in Digital Spaces
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Author(s): S. Michael Putman (University of North Carolina at Charlotte, USA), Brian Kissel (University of North Carolina at Charlotte, USA), Jean Vintinner (University of North Carolina at Charlotte, USA)and Amy J. Good (University of North Carolina at Charlotte, USA)
Copyright: 2015
Pages: 21
Source title:
Exploring the Effectiveness of Online Education in K-12 Environments
Source Author(s)/Editor(s): Tina L. Heafner (University of North Carolina at Charlotte, USA), Richard Hartshorne (University of Central Florida, USA)and Teresa Petty (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-6383-1.ch010
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Abstract
The rapid expansion of technology within educational contexts has created a situation where teachers are increasingly asked to find ways to use technology to allow learners to interact authentically with the content and other users. This often encompasses some form of online instruction; yet not all teachers feel prepared to engage in online teaching. To address this context, this chapter identifies various elements of design that have proven effective within online instruction. To expand upon these elements, the Community of Inquiry (CoI) framework is introduced. The chapter further describes how the CoI's social, cognitive, and teaching presences can be used to create an environment conducive to learners' active engagement with content and each other. The chapter concludes with descriptions of specific activities integrating the presences that can be used to facilitate learning in online environments as well as implications for future research in this area.
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