Inquiry-Based Learning with or without Facilitator Interactions

Autor/inn/en	Weerasinghe, Thushani Alwis; Ramberg, Robert; Hewagamage, Kamalanath Priyantha
Titel	Inquiry-Based Learning with or without Facilitator Interactions
Quelle	In: Journal of Distance Education, 26 (2012) 2Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0830-0445
Schlagwörter	Foreign Countries; Active Learning; Online Courses; Inquiry; Computer Mediated Communication; Asynchronous Communication; Integrated Learning Systems; Open Source Technology; Distance Education; Problem Solving; Cooperative Learning; Facilitators (Individuals); Student Characteristics; Student Motivation; Self Management; Web Based Instruction; Electronic Learning; Virtual Classrooms; College Instruction; Content Analysis; Computer Science Education; Discussion; Comparative Analysis; Statistical Analysis; College Students; Instructional Effectiveness; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Online course; Online-Kurs; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Problemlösen; Kooperatives Lernen; Schulische Motivation; Selbstmanagement; Web Based Training; Hochschullehre; Inhaltsanalyse; Computer science lessons; Informatikunterricht; Diskussion; Statistische Analyse; Collegestudent; Unterrichtserfolg; Ceylon
Abstract	This paper discusses findings of a study investigating how students, in four online courses, engaged in inquiry-based learning with and without support from a facilitator. The investigation was conducted by analyzing discussions of the online courses using the community of inquiry model. The results of the study imply that students in online discussions can engage in deep and meaningful learning, even when there is no facilitator interaction. Further, the findings of the analysis suggest that successful inquiries are possible without teacher or facilitator interactions, if learning environments are designed to support students being interactive and the students have motivation, regulatory skills and a willingness to collaborate with their peers. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10