Education as a Community Affair: Digitally Designing Knowledge

Autor/inn/en	Leslie, Paul; Camargo-Borges, Celiane
Titel	Education as a Community Affair: Digitally Designing Knowledge
Quelle	In: International Journal of E-Learning & Distance Education, 37 (2022) 1, (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Leslie, Paul) ORCID (Camargo-Borges, Celiane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Distance Education; Educational Environment; Online Courses; Group Discussion; Computer Mediated Communication; Communities of Practice; Inquiry; Teacher Role; Metacognition; Graduate Students; Foreign Countries; Student Attitudes; Canada; United States; China; United Arab Emirates + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Gruppendiskussion; Computerkonferenz; Community; Lehrerrolle; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Schülerverhalten; Kanada; USA; Vereinigte Arabische Emirate
Abstract	Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design the conditions for learning at a distance for our students? This research examines a distance learning environment within a Master's Degree course created using online discussion forums, based upon the Community of Inquiry model (Garrison, Anderson & Archer, 2000). A structural analysis of the discussion forums, a quantitative analysis of social, teaching, and cognitive presence using a ten-factor model (Dempsey & Zhang, 2019), and a qualitative analysis of individual interviews with community members, found that the role of the instructor is critical in providing metacognitive direction to the community. This direction includes encouraging students towards 'cwelelep', or the pursuit of uncertainty and cognitive dissonance, thus opening the way for the relational construction of knowledge. To help students embrace uncertainty, they require explicit metacognitive knowledge of the processes that allow a community of inquiry to function. (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.ijede.ca/index.php/jde
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01