Different computer mediated tools can be used to communicate information for an effective educational experience in an online or blended learning. The Community of Inquiry (COI) framework has the potential to contribute to online education by addressing the nexus of pedagogy, technology, and learners’ needs (Smadi, Parker, Gillham, & Müller, 2019). Most nurse educators do not use an explicit theoretical framework to guide the design or evaluation of their nursing teaching and learning. But this theoretical framework (COI) and instructional design is essential for building online or blended course because it creates teaching, learning, thinking and sharing space through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking) (Mills et al., 2016).
Other blended learning tools such as Skype and
weblogs (blogs) were found to be extremely beneficial as a form of online
communication and support for students undertaking an international placement (Stephens & Hennefer, 2013). A blended learning model like COI, which
incorporates video-assisted online resources, may be a useful tool to teach
clinical skills to students of health including nursing (Coyne et al., 2018). Blended learning is often preferred by
students due to its flexibility. There are also powerful tools for video
creation or sharing like screen-o-matic, blogger and You Tube channel that can
be used for teaching and learning in blended course designs. Blended learning
video resources to teach health students clinical skills is useful because it
can allow for different student learning styles, repeated viewing and enabled
links between theory and practice (Coyne et al., 2018). Even the simulated case videos as blended
learning resources, increases the students’ understanding of best practice and
provides link between theory and clinical practice.
However, a mixed method study indicated that
videos did not help an online class of nursing students with behavioural
engagement and did not help students have a fun learning experience (Luo & Kalman, 2018). But the teaching presence in the videos
created a positive and supportive learning environment necessary for giving
students the opportunity to engage with learning contents (Luo & Kalman, 2018). The
teaching presence in the community of inquiry framework should be present
during instructional design. For instance, the feedback from the teacher on the
class weblog or blog establishes support and helps students to think
critically. Individual blogs of students creates an ownership or autonomy to
express themselves and learn from each other –social-cognitive presence. Video
creation using screen-o-matic with teacher presence, cognitive presence and
social presence gives meaning is an effective educational experience.
There is a positive effect of blended learning
course and flipped classroom on the health students’ knowledge by increasing
their homework’s time (Marchalot et al., 2018). This gives the adult learner autonomy to
learn at own pace and is useful to incorporate with the Flipped the classroom
method. So the use of tools such as screencast-o-matic and You Tube is effective
in education experience because a link can be shared via electronic mail, post
on blog or any other social media accounts in which the students prefer to
access the videos at anytime.
In summary, teaching presence is important to
facilitate social and cognitive presence in the learning environment. The
learning environment can be online, blended or face-to-face classroom.
Pre-recorded videos using screencast-o-matic is useful to include teaching,
social and cognitive presence, and then sharing the video in You Tube link sets
the climate for social and cognitive presence; the participants or students will be able to express themselves and contribute to the meaningful understanding of the content. The link in You Tube can be
shared on weblog and then it can further be shared to other social media
websites such as facebook or twitter. Using tools like that to share
information is a great educational experience in which all the elements of community of inquiry framework is used;
teaching, social and cognitive presence. The weblog experience creates autonomy of students to express their understanding of the content and also learn from each other. Community of inquiry (COI) is used as
a framework for online or blended learning course design as well as
presentation media such as You Tube, screen-o-matic and weblog or blog.
References
Coyne,
E., Rands, H., Frommolt, V., Kain, V., Plugge, M., & Mitchell, M. (2018).
Investigation of blended learning video resources to teach health students
clinical skills: An integrative review. Nurse Education Today, 63,
101–107. https://doi.org/10.1016/j.nedt.2018.01.021
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical inquiry in a text-based
environment: Computer conferencing in higher education model. The Internet and Higher Education.
Luo,
S., & Kalman, M. (2018). Using summary videos in online classes for nursing
students: A mixed methods study. Nurse Education Today, 71, 211–219.
https://doi.org/10.1016/j.nedt.2018.09.032
Marchalot,
A., Dureuil, B., Veber, B., Fellahi, J.-L., Hanouz, J.-L., Dupont, H., … Compère,
V. (2018). Effectiveness of a blended learning course and flipped classroom in
first year anaesthesia training. Anaesthesia Critical Care & Pain
Medicine, 37(5), 411–415. https://doi.org/10.1016/j.accpm.2017.10.008
Mills,
J., Yates, K., Harrison, H., Woods, C., Chamberlain-Salaun, J., Trueman, S.,
& Hitchins, M. (2016). Using a community of inquiry framework to teach a
nursing and midwifery research subject: An evaluative study. Nurse Education
Today, 43, 34–39. https://doi.org/10.1016/j.nedt.2016.04.016
Smadi,
O., Parker, S., Gillham, D., & Müller, A. (2019). The applicability of
community of inquiry framework to online nursing education: A cross-sectional
study. Nurse Education in Practice, 34, 17–24.
https://doi.org/10.1016/j.nepr.2018.10.003
Stephens,
M., & Hennefer, D. (2013). Internationalising the nursing curriculum using
a Community of Inquiry Framework and blended learning. Nurse Education in
Practice, 13(3), 170–175. https://doi.org/10.1016/j.nepr.2012.08.010
NB:Please take some time to watch this You tube video about 'Windows 10 screen recorder' to help you do your screencast for online/blended course design and taking into consideration the COI framework; teaching presence, social presence and cognitive presence for an effective, meaningful educational experience.
Hello Nellie.
ReplyDeleteA informative blog you have created. I agree with the fact, the feedback from the teacher on the class weblog or blog establishes support and helps students to think critically. You have mentioned about all different types of technology tools that enhances teaching and learning in a blended course.
Thank You
Rasnita
Thank you Rasnita, skills are needed to master the use of technologies in teaching.
DeleteHi Nellie.
ReplyDeleteA simple but very informative presentation. You have stated that a mixed method study indicated that videos did not help an online class of nursing students with behavioural engagement and did not help students have a fun learning experience. However for me personally, this is not true. I have attended online classes where the lecturer had asked us to watch a video. After that, analysing the video involved all the 3 presence, however, the video itself provided me with a lot of useful information which the powerpoint slides by the lecturer did not provide.
Regards,
Salvindra
yes Salvindra, what you have experienced is true because when teachers analyse videos straight after student viewing, the students will think critically about the content presented.
DeleteHey Nellie.
ReplyDeleteWell researched and put together write up. I could have easily follow it and I actually enjoyed reading it.
In the third paragraph you mentioned that online learning courses did was not too effective for "behavioural engagement."
I definitely endorse this notion. This highlights the importance of educators determining the appropriate online course design to meet the objectives of the course and encouraging a learning environment that is fun and impactful.
Thank you.
Hi Terrence,
Deleteit could have been easily understood as there was no social presence and no participatory learning.
Hi Nellie,
ReplyDeleteYou have done a very good post with your incorporation of how nursing students' learning can be affected in the online environment. It was interesting to note that videos did have such a positive effect as we may have thought it does as it did not help nursing students and they did not enjoy it. This clearly shows that even in an online and blended learning environment, the teacher presence is very important.