Supersizing E-Learning: What a CoI Survey Reveals about Teaching Presence in a Large Online Class

Autor/inn/en	Nagel, Lynette; Kotze, Theuns G.
Titel	Supersizing E-Learning: What a CoI Survey Reveals about Teaching Presence in a Large Online Class
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.45-51 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.12.001
Schlagwörter	Electronic Learning; Graduate Students; Distance Education; Online Courses; Higher Education; Communities of Practice; Inquiry; Models; Surveys; Virtual Classrooms; Internet; Web Based Instruction; College Instruction; Course Evaluation; Peer Evaluation; Learner Engagement; Large Group Instruction; Classroom Environment; Teacher Effectiveness; Instructional Effectiveness; Educational Assessment; Evaluation Methods; Integrated Learning Systems; Electronic Mail + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Analogiemodell; Survey; Umfrage; Befragung; Web Based Training; Hochschullehre; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; assessment; Bewertungssystem; Elektronischer Briefkasten
Abstract	The answer to massification in higher education lies not in paper-behind-glass style e-learning. Such courses lack the necessary interaction to ensure success. There are perceived upper limits to where e-learning can be up scaled to accommodate large classes. The Community of Inquiry framework provides a convenient instrument to assess the quality of teaching in an online course. All three of teaching, social and cognitive presences should be at an acceptable level to maintain successful learning. We report on a super-sized class for post-graduate students who received instruction over a distance employing a learning management system and email for communication. By using available functionalities in innovative ways, the one full-time lecturer ensured student engagement. Participating in double-blind electronic peer review brought a deeper dimension of learning to the class and augmented the teaching, cognitive and social presences in the class. (Contains 5 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10