Comparing Community of Inquiry and Online Collaborative Learning

Anotações:

• Doesn't really list specific instructional guidelines and, as such is more of a theory than a model

1. Subject matter expert, intellectual/scholarly leader; Designer, facilitator, & director of learners' social & cognitive processes, Interaction facilitator, 'master learner'
   1. Notice that the teacher is concerned with cognitive & social/motivational factors.
   2. To be present - cognitively & socially; to work with group to explore, integrate, and resolve ideas; to interact and to help become 'master learner'
      1. Content - activity or reading - triggers intellectual curiosity; discussion becomes part of content to explore, integrate, resolve ideas
         1. Discussion, Direction Instruction, pragmatic inquiry
            1. Online environments - synchronous & asynchronous
               1. Increased engagement, excellent for developing HOTS, faculty may find it easier to transition to collaborative learning since this theory has elements of direct instruction,
                  1. Complex, evaluating indicators for social, cognitive, teaching presence is challenging & time-consuming, a lot of pressure on teacher to create and maintain an optimal educational experience. Difficult to get students to go beyond the 'exploration' phase.

Anotações:

• Lists specific instructional activities so it's more of a model in support of the theory of collaborative learning

1. Act as representative 'expert' in field with knowledge of values/norms/foundational knowledge in field. Lead the group through discussion & contribute to knowledge community
   1. Engage in discourse - brainstorm, organize, synthesize
      1. Discussion is primary source of content,; textbooks, etc. are 'supplementary
         1. Asynchronous Discussion
            1. online asynchronous environments; primary learning objectives/outcomes are HOTS
               1. Excellent for developing higher order thinking skills
                  1. Helping maintain intellectual rigor in discussions is time consuming; this model doesn't scale well. Also, in its original form, it doesn't support STEM well.. Discussion is a highly culturally contextualized activity. This could be challenging for cliverse classrooms.
   2. Notice that the teacher's primary focus is on cognitive development. Not much mention is made of social/motivational factors.

1. Role of Student
   1. Role of Content
      1. Instructional Methods Used
         1. Context
            1. Benefits
               1. Challenges