NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1060860
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-1812-9129
Building a Community of Inquiry and Analytical Skills in an Online History Course
Stover, Sheri; Pollock, Sean
International Journal of Teaching and Learning in Higher Education, v26 n3 p393-403 2014
The purpose of this case study was to assess a history instructor's attempt to redesign an introductory history survey course. Traditionally, it has been taught in a face-to-face environment within the university's core curriculum program. It was redesigned as a synchronous online course that provided students with opportunities to work collaboratively to build a community of inquiry and to develop the analytical skills needed to understand course materials and compete in the 21st-century workforce. Students were required to attend daily 100-minute web conferencing sessions consisting of mini-lectures, polling questions and discussions in large and small groups (i.e., "breakout rooms"). Daily quizzes were introduced to incentivize students to complete the assigned readings and help them prepare to contribute meaningfully to group discussions, as well as to allow the instructor to assess student understanding objectively. Students completed a modified Community of Inquiry Survey at the end of the course. Results showed that the instructor was able to build a strong level of community of inquiry, teaching presence, social presence, and cognitive presence.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A