A Community of Inquiry-Based Framework for Civic Education at Universitas Terbuka, Indonesia

Autor/inn/en	Setiani, Made Yudhi; MacKinnon, Allan M.
Titel	A Community of Inquiry-Based Framework for Civic Education at Universitas Terbuka, Indonesia
Quelle	In: Distance Education, 36 (2015) 3, S.351-363 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2015.1081740
Schlagwörter	Communities of Practice; Inquiry; Civics; Citizenship Education; Foreign Countries; Electronic Learning; Distance Education; Universities; Tutorial Programs; Required Courses; Critical Thinking; Educational Change; Cooperative Learning; Learning Activities; Learning Processes; Democracy; Research Methodology; Interviews; Focus Groups; Literature Reviews; College Students; Tutors; Indonesia + Suchen Sie Ihr Suchwort? Community; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Distance study; Distance learning; Fernunterricht; University; Universität; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Pflichtkurs; Kritisches Denken; Bildungsreform; Kooperatives Lernen; Lernaktivität; Learning process; Lernprozess; Demokratie; Research method; Forschungsmethode; Interviewing; Interviewtechnik; Collegestudent; Förderlehrer; Lehrender; Tutor; Indonesien
Abstract	This study focused on the civic education course at Universitas Terbuka (UT). Its purpose was to design a new approach for the online tutorial for the course by analyzing the literature related to online and distance education and investigating participant feedback on the current offering of the course and tutorial, which is a compulsory course in all programs at UT. The study draws from the community of inquiry framework, which promotes a social constructivist approach as well as teaching about democracy by example. This model is intended to create meaningful learning experiences for students in a reformulated civic education course, in which they would learn to think critically through interacting with classmates, experiencing collaborative learning, and supporting fellow students in learning activities and processes. In this model, learning is seen as occurring within the community through the interaction of social presence, cognitive presence, and teaching presence where, students are able to develop civic competences, namely civic knowledge, civic skills, and civic dispositions, as well as experience a democratic interaction that forms the core of civic interactions in a democratic society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01