Educational Communities of Inquiry: Theoretical Framework, Research and Practice

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Akyol, Zehra; Garrison, D. Randy
Titel	Educational Communities of Inquiry: Theoretical Framework, Research and Practice
Quelle	(2013), (347 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4666-2110-7
Schlagwörter	Teacher Effectiveness; Higher Education; School Holding Power; Educational Technology; Counselors; Medical Education; Counseling Services; Foreign Countries; Electronic Learning; Distance Education; Academic Persistence; Educational Environment; Educational Experience; Epistemology; Educational Philosophy; Metacognition; Educational History; Longitudinal Studies; Critical Thinking; Blended Learning; Teacher Role; Teacher Attitudes; Intercultural Communication; Canada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Counselor; Counsellor; Counsellors; Berater; Medizinische Ausbildung; Ausland; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; History of education; Bildungsgeschichte; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kritisches Denken; Lehrerrolle; Lehrerverhalten; Interkulturelle Kommunikation; Kanada
Abstract	Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. "Educational Communities of Inquiry: Theoretical Framework, Research, and Practice" is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology. Contents include: (1) Theoretical Foundations and Epistemological Insights of the Community of Inquiry (D. Randy Garrison); (2) Community of Philosophical Inquiry Online and Off: Retrospectus and Prospectus (David Kennedy and Nadia S. Kennedy); (3) Metacognitive Development within the Community of Inquiry (Zehra Akyol); (4) From Distance Education to Communities of Inquiry: A Review of Historical Developments (Aylin Tekiner Tolu and Linda Shuford Evans); (5) A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses (Kathleen Sheridan, Melissa A. Kelly, and David T. Bentz); (6) Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning (Annie Saint-Jacques); (7) Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis (Bart Rienties, Bas Giesbers, Dirk Tempelaar, and Simon Lygo-Baker); (8) Coaching for Cognitive Presence: A Model for Enhancing Online Discussions (David S. Stein and Constance E. Wanstreet); (9) Strategies and Principles to Develop Cognitive Presence in Online Discussions (Kim A. Hosler and Bridget D. Arend); (10) An Online Resource to Foster Cognitive Presence (Douglas Archibald); (11) Relationship between Types of Question Prompts and Critical Thinking in Online Discussions (Jennifer C. Richardson, Ayesha Sadaf, and Peggy A. Ertmer); (12) Cooperative and Collaborative Strategies in Blended and Online Learning Environments (Christine E. Nickel and Richard C. Overbaugh); (13) Let's Enhance Learners' Cultural Discussions: Developing a Community of Inquiry in a Blended Course (Ana Oskoz); (14) Application of CoI to Design CSCL for EFL Online Asynchronous Discussion (Yoshiko Goda and Masanori Yamada); (15) The Case for the Community of Inquiry (CoI) Influencing Student Retention (Katrina A. Meyer); (16) Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education (Norman Vaughan); (17) Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework (Maria Fernanda Aldana-Vargas, Albert Gras-Marti, Juny Montoya, and Luz Adriana Osorio); (18) Fostering Social Presence in a Blended Learning Faculty Development Institute (David S. Goldstein, Carol Leppa, Andreas Brockhaus, Rebecca Bliquez, and Ian Porter); (19) Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education (Martha Cleveland-Innes); (20) Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities (Dodzi J.-A. Amemado); (21) Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working (Sebastian Romualdo Diaz); (22) Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework (Phil Ice and Melissa Burgess); (23) An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges (Viviane Vladimirschi); (24) Developing Communities of Inquiry in Online Courses: A Design-Based Approach (Daniel Matthews, Leonard Bogle, Emily Boles, Scott L. Day, and Karen Swan); and (25) Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education (Yianna Vovides and Kristine Korhumel). (ERIC).
Anmerkungen	IGI Global. 701 East Chocolate Avenue Suite 200, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; e-mail: cust@igi-global.com; Web site: http://www.igi-pub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10