The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning

Autor/inn/en	Shea, Peter; Gozza-Cohen, Mary; Uzuner, Sedef; Mehta, Ruchi; Valtcheva, Anna Valentinova; Hayes, Suzanne; Vickers, Jason
Titel	The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning
Quelle	In: Educational Media International, 48 (2011) 2, S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Evidence; Electronic Learning; Online Courses; Learning Processes; Classification; Content Analysis; Cooperative Learning; Web Based Instruction; Computer Mediated Communication; Discussion; Case Studies; Outcomes of Education; Instructional Effectiveness; Models; Business Administration Education; College Instruction; Comparative Analysis; Distance Education; New York + Suchen Sie Ihr Suchwort? Evidenz; Online course; Online-Kurs; Learning process; Lernprozess; Classification system; Klassifikation; Klassifikationssystem; Inhaltsanalyse; Kooperatives Lernen; Web Based Training; Computerkonferenz; Diskussion; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Unterrichtserfolg; Analogiemodell; Hochschullehre; Distance study; Distance learning; Fernunterricht
Abstract	This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor-assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach. (Contains 12 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10