The Design of Digital Learning Environments

Online and Blended Applications of the Community of Inquiry
1. Auflage 2024
ISBN: 978-1-032-15312-4
Verlag: Taylor & Francis Ltd

Buch, Englisch, 334 Seiten, Format (B × H): 175 mm x 253 mm, Gewicht: 625 g

The Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multi-modal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activities guided by the framework; and current limitations and directions for further research.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Garrison, D. Randy

Cleveland-Innes, Martha F.

Stenbom, Stefan

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie

Inhaltsverzeichnis

1. Introduction to the Community of Inquiry theoretical framework 2. A Brief History of the Community of Inquiry Framework (A Personal Recollection) 3. Evidence-based collaborative and constructivist online design and practice 4. Teaching Presence as a Guide for Productive Design in Online and Blended Learning 5. Design and facilitation to balance Social, Teaching, and Cognitive Presence 6. Fostering Student Self- and Co-regulation in a Community of Inquiry: Development of a Self-Assessment and Praxis Tool 7. The Community of Inquiry in blended synchronous designs 8. The Community of Inquiry in international and intercultural settings 9. Scaling the Community of Inquiry framework for MOOC design 10. Applying Community of Inquiry in Designing Higher Education Lifelong Learning Courses: The case of the BUFFL-project 11. Hands-on science learning using the Community of Inquiry framework 12. Strategies to Promote Cognitive Presence in Asynchronous Online Discussions: A 20-Year Systematic Review of Empirical Research 13. Digital meetings guided by the Community of Inquiry framework 14. The Community of Inquiry and Authentic Assessment: A Union of Flexibility and Purpose15. Conclusions and further directions

Über Autor(innen)

Martha F. Cleveland-Innes is Professor in Graduate Education Programs at Athabasca University, Canada. She is an award-winning researcher and author in the field of distance and blended higher education.

Stefan Stenbom is Associate Professor at KTH Royal Institute of Technology, Sweden. He is one of the leading scholars in the third generation of Community of Inquiry researchers.

D. Randy Garrison is Professor Emeritus at the University of Calgary, Canada. He has published extensively on teaching and learning in distance, higher, and adult education contexts.