For the past two weeks, I have been exploring the Community of Inquiry framework (see Figure 1. above) for important pedagogical aspects to be considered when creating good blended and online learning environments. I have learned about the importance of scaffolding and facilitation and that supporting student learning through them is critical when providing a ‘quality’ educational experience. Scaffolding, facilitation and support can improve retention, progression, completion rates and overall student satisfaction.

According to my “Community of Inquiry Educator Survey” results below, I have definitely much room for improvement in all areas (social, cognitive, teaching and emotional presence) in my current practice, which is a good reason for being on this ONL course!

Many good tips could be found in the literature assigned for Topic 4 for different ways to provide support, facilitation and scaffolding for students in online and blended learning environments.  For example, Cleveland-Innes (2018) suggests Seven Principles of Blended & Online Learning:

1. Design for open communication & trust: intro course letter, ice-breaker, netiquette guidelines

2. Design for critical reflection & discourse: needs assessment survey, student home page or blog activity, course outline activity

3. Create and sustain a sense of community: a separate discussion area for social/informal aspects of the course, model and encourage effective expression by sharing experiences, maximize virtual collaboration by including synchronous chats, blogs etc., establish (co-create?) shared norms for operating in the learning community
4. Support purposeful inquiry: from triggering event, exploration, integration to resolution/application, peer review of assignments, meaningful use of technology to support assignments
5. Ensure students sustain collaboration: learning contracts, project charters, PBL, collaborative research papers
6. Ensure that inquiry moves to resolution: student moderation and summary of online discussions (Not sure I agree with this altogether. What is the facilitator’s role?)
7. Ensure assessment is congruent with ILOs: triad approach: self-, peer and teacher/expert assessment

In addition, Salmon (2013) provides an excellent 5-stage model for scaffolding:

• Stage 1: access and motivation to take part (ensure easy access to platforms)
• Stage 2: team building (establishing personal identity and then in the group)
• Stage 3: info exchange, course related contributions (plan your design around the learning outcomes  and the pedagogical objectives and interactions between the group) > cooperation begins to occur and each student can support the goals of others
• Stage 4: knowledge construction (group activities with more complex contributions, students contributors, not just consumers of knowledge)
• Stage 5: review students are comfortable collaborating and cooperating, more responsible for their own learning and that of the group, also review what they have learned in the earlier steps

As Salmon (2013) explains, through this model, learners are also learning about learning, which promotes meta cognition, which in turn promotes learners becoming independent learners, reflection, critiquing, and evaluation. The clear benefits of using this model include active learning, wider contribution from students, increased student satisfaction, and more time for feedback.

Furthermore, Substitution, Augmentation, Modification, and Redefinition, SAMR, is another model, developed by Dr. Ruben Puentedura, for integrating technology into teaching (see Figure 2. below). It is a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and move away from simply using “tech for tech’s sake”.

As fine and transformative as the SAMR model sounds in the video explained by students (Rich Colosi Media 2014), it is evident that going through these steps will not only transform the tasks but also the intended learning outcomes of a course. For example, if I were to follow the SAMR model in any of my English courses, their intended learning outcomes would also have to be revamped due to the technical skills (& scaffolding) required by students creating the new tasks.

As for providing emotional support, facilitation and scaffolding for students in online and blended learning environments, Cleveland-Innes’ Presentation slides ONL192 Emotional Presence in Teaching and Learning provide helpful information:

• Emotions are highly important in learning; they cannot be considered separate from learning environments (Brookfield, 2006; Lipman, 2003 cited in Cleveland-Innes, 2019), not even online learning environments!
• Teachers: since emotions are present, observe, acknowledge and support them! (Plutchick, 2003; Stets & Turner, 2006; Wosnitzaq & Volet, 2005 cited in Cleveland-Innes, 2019)
• spark emotional interest! (Fielding, 2006 cited in Cleveland-Innes, 2019)
• model emotional response! (Brookfield, 2006 cited in Cleveland-Innes, 2019)
• explain the role of emotions in the instructor’s own learning! (Kort, Reilly & Picard, 2001 cited in Cleveland-Innes, 2019)
• bring emotion to consciousness and make use of the emotional state in a learning situation! (Campbell & Cleveland-Innes, 2005 cited in Cleveland-Innes, 2019)

Moreover, Howells’ (2104) study An exploration of the role of gratitude in enhancing teacher–student relationships investigated the role that gratitude may have in enhancing teacher–student relationships and sheds light on why teachers should express these kinds of emotions. The following effects were identified in this study:

• Effects on students: improved attendance, increased student engagement, improved relationships and enhances well-being
• Effects on teachers: improved relationships with the students (greater connection, more proactive in getting to know them, able to build rapport), improved well-being (feeling calmer, more positive, relaxed, ‘feeling good about being here’, greater degrees of personal satisfaction and greater resilience)
• In the same way as students were noted to have an increase in these states, so also did teachers.
• Effects on the learning environment: mutual flow-on effect and broadening and building capacity of gratitude extended to the classroom and school culture > increased positivity, greater connections with others in the wider school community, impact on the form class.

Regarding opportunities for further development in this topic area I have identified as a result of my own experience as a learner in the ONL course and of my engagement in this topic, I shall write about them in the following blog. So, more to come!

References:

Cleveland-Innes, M. 2018. Community of Inquiry and Teaching Presence: Facilitation in online and blended learning. Presentation slides from ONL181 webinar. [online]. Available at: https://padlet.com/laruhs/onl192topic4. [Accessed 4 December 2019].

Cleveland-Innes, M. 2019. Emotion and learning –  emotional presence in the Community of Inquiry framework (CoI)? Introductory video on the Padlet.[online] Available at: https://padlet.com/laruhs/onl192topic4. [Accessed 4 December 2019].

Cleveland-Innes, M. 2019. Presentation slides ONL192 Emotional Presence in Teaching and Learning [online] Available at: https://padlet.com/laruhs/onl192topic4. [Accessed 3 December 2019].

Howells, K. 2014. An exploration of the role of gratitude in enhancing teacher–student relationships. Teaching and Teacher Education, 42, 58-67.

Lefflerd, 2016.Explanation of the SAMR Model. [online CC BY-SA 4.0] Available at: https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg.[Accessed 4 December 2019].

Rich Colosi Media, 2014. The SAMR Model Explained by Students. Available at https://www.youtube.com/watch?v=OBce25r8vto. [Accessed 4 December 2019].

Salmon, G. 2013. The Five Stage Model. [online] Available at: http://www.gillysalmon.com/five-stage-model.html. [Accessed 4 December 2019].