social | St. Cloud State University Online & Distance Learning

The community of inquiry model is a framework for teaching and learning in online environments. This model focuses on creating a collaborative and interactive learning environment. It is based on the idea that learning is a social process. This model emphasizes the importance of three interrelated elements: social presence, cognitive presence, and teaching presence.

Social Presence

Social presence refers to the ability of participants in an online learning environment to establish and maintain interpersonal relationships. It is essential because online learning can be isolating, and learners need to feel a personal connection to their peers and instructors, to be motivated and engaged. Communication tools such as discussion boards, breakout rooms, and Zoom meetings can be used for this purpose. These tools allow learners to interact with one another and their instructors, creating a sense of community and connection.

In addition to communication tools, instructors can also promote social presence through activities and assignments that encourage collaboration and interaction among learners. This can include group discussions, peer feedback, and collaborative projects. Social presence is an essential component of effective online learning, and instructors should strive to create environments that foster social interaction and connection among learners.

Cognitive Presence

Cognitive presence refers to the extent to which learners can construct meaning from the information and resources provided in the online environment (Marshall & Kostka, 2020). Cognitive presence requires the active engagement of learners in critical thinking, problem-solving, and reflection. It is essential because online learning can be passive, and learners need to be challenged and supported to make meaning of the material.

In order to foster cognitive presence, instructors should provide learners with opportunities to engage with the material in a deep and meaningful way. This can include case studies, problem-based learning, and open-ended discussion prompts. Instructors can also support cognitive presence by providing timely and constructive feedback on learners’ work, encouraging learners to reflect on their learning, and promoting critical thinking and problem-solving skills.

Overall, cognitive presence is an essential aspect of online learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Teaching Presence

Teaching presence refers to the ability of instructors to design, facilitate, and support online learning activities that foster cognitive presence among learners. This includes providing clear learning goals and objectives, using appropriate instructional strategies, and providing timely and constructive feedback. Teaching presence refers to the role of the instructor in facilitating and guiding the learning process. It is essential because online learning can be unstructured, and learners need guidance and support to succeed.

To establish a teaching presence, instructors should be proactive and responsive in their interactions with learners. This can include responding to learner questions and concerns promptly, providing feedback on learner’s work, and offering guidance and support as needed.

Instructors can also promote teaching presence by communicating clearly and concisely, using various instructional strategies, and providing learners with opportunities to reflect on their learning. Instructors should strive to create environments that support and challenge learners in their efforts to construct meaning from the material.

Together, these three elements form the basis for a rich and engaging learning experience in online environments.

The community of inquiry model emphasizes the importance of ongoing dialogue and interaction among students and instructors to foster a collaborative and supportive learning environment. Through various online tools and technologies, students and instructors can engage in discussions, share resources, and provide feedback on each other’s work.

This model aims to provide an engaging and practical online learning experience that promotes student learning and critical thinking skills. It provides a valuable framework for understanding and improving the quality of online learning. By focusing on the development of social, cognitive, and teaching presence, instructors can create online learning environments that are engaging, challenging, and supportive. This can lead to improved learning outcomes, increased learner satisfaction, and tremendous overall success in online learning.

References:

Arbaugh, J. B. (2008). Does the Community of Inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.490

Danilevich, O. (2020). Man Sitting in Front of Three Computers [Photograph]. Pexels. https://www.pexels.com/photo/man-sitting-in-front-of-three-computers-4974915/

Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), pp. 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001

Holmes, K. (2020). Ethnic girl having video chat with teacher online on laptop [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Kampus Production. (2020). Focused multiethnic students doing research together [Photograph]. Pexels. https://www.pexels.com/photo/focused-multiethnic-students-doing-research-together-5940839/

Marshall, H. W., & Kostka, I. (2020, July 31). Fostering teaching presence through the synchronous online flipped learning approach. The Electric Journal for English as a Second Language, 24(2). https://eric.ed.gov/?id=EJ1268565

Norum, S. (2021, September 12). A community of inquiry infographic. RRU Malat Blog. https://malat-webspace.royalroads.ca/rru0167/a-community-of-inquiry-infographic/

Thuan, N., & Hiep, P. (2021, October 6). Virtual classroom connections: Enhancing three presence elements via online tools. Times Higher Education: Campus Learn, Share, Connect. https://www.timeshighereducation.com/campus/virtual-classroom-connections-enhancing-three-presence-elements-online-tools

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance. She likes to paint and travel in her free time.

Social media sites can be used to not only teach students who are already proficient with the tools but also, to advance a teacher’s professional development. When faculty require students to utilize social media, it can encourage them to express or discuss their thoughts. There are many different accessible platforms, for faculty to use in a number of exciting ways.

It comes as no surprise that today’s college students are surrounded by and engrossed in social media. Faculties can make use of social media platforms in their courses for many different purposes. These purposes can include raising student interest in learning, improving teacher-student interactions, and extending learning communities outside of the classroom.

Social Media Platforms and Ways to Use Them Within a Course

The use of a Facebook page to broadcast updates and alerts: Encourage students to like the class’s Facebook page so that the teacher may use it to post class updates, distribute homework, and promote conversation.
The use of Twitter as a class message board: Teachers can publish words of encouragement, provide links to pertinent resources and materials, and post alerts for assignment and assessment deadlines (West, 2021). Additionally, teachers can start Twitter chats and discussions centered on a chosen hashtag.
The use of blog posts as essays: Another method for integrating social media and learning is to have students write essays or other short forms of writing on their personal blogs.
Faculty can use social media to create virtual communities for practice and to have students engage with each other, with the subject, and with their teacher in a digital setting. These communities are most conducive for online and hybrid courses where face-to-face interaction is constrained or absent.
The use of YouTube to provide students with an opportunity to create their own media and personal advertisement.

Moran, Seaman, and Tinti-Kane (2011) conducted a survey on the adoption of social media within the college classroom and found that:

……20% of professors have given students the task of posting or commenting on social media sites (p. 3), while more than 40% of instructors have mandated that students read or view social media as part of a course assignment (p. 3). With 80% of staff members reporting some use of online video in the classroom, since it is by far the most popular social media platform shared in class, posted outside of class, or given to students to view (p. 3).

Faculty Considerations When Using Social Media in a Course

Becoming proficient in the use of social media and new computer programs before incorporating them into their classrooms.
Considering how social media will promote participation and improve learning outcomes when determining whether to use it for a class assignment.
Being cautious of the effects of letting students publish content on outside websites (those not provided or hosted by your institution). Keep this checklist close as you when you plan your class activity because FERPA and Copyright Compliance overlap with social media usage within the classroom.
Preparing your response in advance if a student expresses discomfort sharing their information with third-party services or other social media users.
Making social media optional and providing a substitute for students who are hesitant to use it (Chen & Bryer, 2012). Social media is a supplemental tool, but it shouldn’t get in the way of teaching.

Reaching a larger audience, inspiring students, and enhancing openness in communication (both internal and external), assessment, and evaluation can all be considered while using social media.

References:

Chen, B. & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distance Learning, 13(1):87-104. https://doi.org/10.19173/irrodl.v13i1.1027

Focus Faculty. (2020, December 7). Using social media to retain and connect with students in the shift to online education. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-student-engagement/using-social-media-to-retain-and-connect-with-students-in-the-shift-to-online-education/

Hall, A. A., Delello, J. A., & McWhorter, R. R. (2017). Using Facebook to supplement instruction in online and hybrid courses. International Journal of Innovation and Learning, 22(1), 87-104. https://doi.org/10.1504/ijil.2017.085250

Kampus Production. (2020). Black couple doing presentation for studies in classroom [Photograph]. Pexels. https://www.pexels.com/photo/black-couple-doing-presentation-for-studies-in-classroom-5940845/

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning, and sharing: How today’s higher education faculty use social media. Babson Survey Research Group. https://eric.ed.gov/?id=ED535130

Piacquadio, A. (2020). Student browsing smartphone at table with books [Photograph]. Pexels. https://www.pexels.com/photo/student-browsing-smartphone-at-table-with-books-3769982/

Richardson, M. E. (2020). Social Media in the classroom. The new normal for university education after COVID. International Dialogues on Education Journal, 7(1/2), 14–18. https://doi.org/10.53308/ide.v7i1/2.19

Samuels-Peretz, D., Dvorkin Camiel, L., Teeley, K., & Banerjee, G. (2016). Digitally inspired thinking: Can social media lead to deep learning in higher education? College Teaching, 32–38. https://doi.org/10.1080/87567555.2016.1225663

West, C. (2021, November 11). 12 ways to use social media for education. Sprout Social. https://sproutsocial.com/insights/social-media-for-education/

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.