About this paper

Appears in:
Pages: 1663-1673
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

DO ONLINE COHORTS EVOLVE INTO AUTHENTIC LEARNING COMMUNITIES OF INQUIRY? A CASE OF THE EDD COHORT STUDENT IN THE EDD PROGRAM

L. Crosta1, V. Manokore2, M. Gray3

1University of Liverpool/Laureate (ITALY)
2University of Liverpool/Laureate (CANADA)
3University of Liverpool (UNITED KINGDOM)
The aim of this paper is to present findings from research funded by Laureate Education in 2014, that investigated the extent to which (if at all) a cohort of students in the Professional Doctorate of Higher Education program evolved into an authentic online learning community. This programme attracts students from all over the world who interact in large and small learning teams. This three-phased research work involved module audits, students’ questionnaire and in-depth interviews. We will discuss the results of all three phases of the research while comparing and contrasting them and drawing final conclusions. Phase one consisted of auditing three out of the nine taught modules in the programme. The audit explored students’ online interaction patterns within and between three modules (beginning, middle and towards the end of programme). Using the Community of Inquiry model (Garrison & Anderson, 2003) we found that although cognitive presence as higher order learning intent was evident in the whole class and small team discussion, social presence (as emotional and social connections with other students) was less evident or absent in some cases in the modules. We found that teaching presence was very important, predominantly on the mediation with cognitive presence although the former was not overtly obvious in the mediation of social presence. The researchers are still undertaking data analysis of the last and final research phase and outcomes will be presented at the conference and compared and contrasted with the previous ones.

References:
[1] Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century. A Framework for Research and Practice. London and New York: Routledge Falmer.
@InProceedings{CROSTA2015DOO,
author = {Crosta, L. and Manokore, V. and Gray, M.},
title = {DO ONLINE COHORTS EVOLVE INTO AUTHENTIC LEARNING COMMUNITIES OF INQUIRY? A CASE OF THE EDD COHORT STUDENT IN THE EDD PROGRAM},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {1663-1673}}
TY - CONF
AU - L. Crosta AU - V. Manokore AU - M. Gray
TI - DO ONLINE COHORTS EVOLVE INTO AUTHENTIC LEARNING COMMUNITIES OF INQUIRY? A CASE OF THE EDD COHORT STUDENT IN THE EDD PROGRAM
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 1663
EP - 1673
ER -
L. Crosta, V. Manokore, M. Gray (2015) DO ONLINE COHORTS EVOLVE INTO AUTHENTIC LEARNING COMMUNITIES OF INQUIRY? A CASE OF THE EDD COHORT STUDENT IN THE EDD PROGRAM, ICERI2015 Proceedings, pp. 1663-1673.
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