Bijlage 1

Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985 Copyright: CC-BY

Summary of Instructional Activities for CoI

Seven principles of good practice for the online environment

CoI framework presences

Instructional activities (Fiock. 2020, CC-BY; bronnen te vinden artikel)

Student-teacher contact

Social presence

  • Create a “Meet Your Classmates” section of your course where you and students introduce yourselves to one another (Richardson, Ice, & Swan, 2009).
  • Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009).
  • Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009).
  • Encourage students to share experiences and beliefs in online discussion (Richardson et al., 2009).
  • Encourage and support vicarious interaction (Richardson et al., 2009).
  • Use short videos of yourself to introduce the course and particular topics (Richardson et al., 2009; Seckman, 2018).
  • Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text, or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Work within teams but change roles amongst students (Richardson et al., 2009).
  • Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017).
  • When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000).
  • Consider conducting one-on-few coaching and mentoring; online course orientations (Lowenthal & Dunlap, 2018; Rovai, 2000).
  • Have dedicated discussion for course introductions to help build a sense of community (Rovai, 2000).
  • Provide opportunities for student and teacher profiles within learning management system (Lowenthal & Parscal, 2008).
  • Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018).
  • Share personal stories, professional experiences, and use emoticons (Lowenthal & Parscal, 2008).
  • Address students by name (Lowenthal & Parscal, 2008).
  • Make many human connections early in the course to ensure all students feel comfortable communicating with you and each other (Dunlap & Lowenthal, 2018).

Cognitive presence

  • Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
  • Reflect on student-teacher interactions (Redmond, 2014).

Teaching presence

  • Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
  • Design diverse, graded activities to be completed every week (Richardson et al., 2009).
  • Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017).
  • Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson, Bishop, & Ferdinand-James, 2017).
  • Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017).
  • When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000).
  • Limit class size (Lowenthal & Parscal, 2008).
  • Promptly answer email (Lowenthal & Parscal, 2008).
  • Show your character; personality is a good thing (Dunlap & Lowenthal, 2018).
  • Have a sense of humor and share it if and when appropriate (Dunlap & Lowenthal, 2018).

Cooperation among students

Social presence

  • Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009).
  • Encourage students to share experiences and beliefs in online discussion; show multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Make participation in discussion a significant part of course grades (Richardson et al., 2009).
  • Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009).
  • Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
  • Encourage and support vicarious interaction (Richardson et al., 2009).
  • Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009).
  • Design community building activities; allow students to rename generic groups for personalization (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Design collaborative activities—problem solving tasks, projects, small group discussions (Richardson et al., 2009).
  • Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Work within teams but change roles amongst students (Richardson et al., 2009).
  • Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017).
  • Create areas where students can communicate with each other (class email, student discussion tab, virtual social café, etc.; Peacock & Cowan, 2016; Stewart, 2017).
  • Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap, Verma, & Johnson, 2016).
  • Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015).

Cognitive presence

  • Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009).
  • Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
  • Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
  • Provide student’s views and comments in conversations (matching students with similar ideas; Stewart, 2017).
  • Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
  • Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Szeto, 2015).
  • Provide opportunities for higher order learning and experiential learning to engage students (Dunlap & Lowenthal, 2018).
  • Reflect on group work or peer-supported learning experiences (Redmond, 2014).

Teaching presence

  • Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009).
  • Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009).
  • Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017).
  • Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015).
  • Structure collaborative learning activities (Lowenthal & Parscal, 2008).
  • Use group work strategies (Lowenthal & Parscal, 2008).
  • Contribute to discussion forum throughout the week (Lowenthal & Parscal, 2008).
  • Use collaborative group projects to have students work on topics of their own choosing that still meet learning objectives of the course (Dunlap & Lowenthal, 2018).

Active learning

Social presence

  • Make participation in discussion a significant part of course grades (Richardson et al., 2009).
  • Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009).
  • Make students responsible for sustaining discussion threads (Richardson et al., 2009).
  • Make students summarize discussion threads (Richardson et al., 2009).
  • Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
  • Require students to incorporate materials from the discussions in their assignments (Richardson et al., 2009).
  • Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009).
  • Journal or otherwise interact with your students on an individual and personal basis (Richardson et al., 2009).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018).
  • Let students post video responses, use apps like screencasting (Dunlap & Lowenthal, 2018; Seckman, 2018).

Cognitive presence

  • Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009).
  • Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009).
  • Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009).
  • Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Require discussion summaries that identify steps in the knowledge creation process (Richardson et al., 2009).
  • Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Use online discussion and writing activities to support conceptual learning and divergent thinking (Richardson et al., 2009).
  • Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
  • Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009).
  • Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
  • Developing discussions about students’ intellectual property (their own ideas; Stewart, 2017).
  • Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
  • Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016).
  • Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018).
  • Provide students opportunities where they can complete projects and simulations, engage in service learning and fieldwork (Dunlap et al., 2016).
  • Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000).
  • Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000).
  • Develop open-ended critical thinking discussion questions (Lowenthal & Parscal, 2008).
  • Incorporate reflective activities (Lowenthal & Parscal, 2008).
  • Let students create and post materials, search out and post resources (Dunlap & Lowenthal, 2018).

Teaching presence

  • Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
  • Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009).
  • Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009).
  • Clearly state course goals and instructional expectations (Richardson et al., 2009).
  • Provide a detailed course schedule including due dates for all assignments (Richardson et al., 2009).
  • Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009).
  • Clearly explain to students that course participation is not only a requirement, but a graded component of the course (Rovai, 2000).
  • Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008).
  • Create opportunities for students to solve their problems (Dunlap & Lowenthal, 2018).

Prompt feedback

Social presence

  • Use audio/video to embed feedback on assignments within them (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Personalized feedback; one-to-one emails (Lowenthal & Dunlap, 2018).
  • Walk-through or how-to screencasts/videos regarding specific feedback (Lowenthal & Dunlap, 2018).
  • Use of phone calls (Lowenthal & Dunlap, 2018).
  • Use peer review for relationship building (Lowenthal & Dunlap, 2018).

Cognitive presence

  • Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009).
  • Provide frequent opportunities for testing and feedback (Richardson et al., 2009).
  • Automate testing and feedback when possible (Richardson et al., 2009).
  • Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
  • Use peer evaluations in the form of feedback (Rovai, 2000; Stephens & Roberts, 2017).
  • Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Stephens & Roberts, 2017; Szeto, 2015).
  • Provide relevant individual and group feedback in a timely manner; feedback is essential, and be specific in your feedback (Dunlap & Lowenthal, 2018).

Teaching presence

  • Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
  • Provide students with timely and supportive feedback, personalized feedback, one-to-one emails (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
  • Design diverse, graded activities to be completed every week (Richardson et al., 2009).
  • Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson et al., 2017).
  • Provide constructive and timely feedback to students (Watson et al., 2017).
  • Provide feedback, even if feedback consists of a simple acknowledgement that the work was received (Rovai, 2000).
  • Provide immediate feedback; post timely questions; share finished learning artifacts between groups of students (Szeto, 2015).
  • Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008).
  • Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008).
  • Grade frequently; every week or more often (Dunlap & Lowenthal, 2018).
  • Make sure feedback is clear, explicit, and includes opportunities to ask questions for clarity (Dunlap & Lowenthal, 2018).

Time on task

Social presence

  • Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Instead of a text-based announcement, use a video walk through (Dunlap & Lowenthal, 2018; Seckman, 2018).
  • Provide online orientation to the course, course video walk through (Lowenthal & Dunlap, 2018).

Cognitive presence

  • Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009).
  • Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
  • Avoid extraneous video and audio, do not add redundant on-screen text (Richardson et al., 2009).
  • Begin presentations with descriptions of components and organization (Richardson et al., 2009).
  • Allow learners to control the pace of presentations (Richardson et al., 2009).

Teaching presence

  • Design and review courses for clarity and consistency (Richardson et al., 2009).
  • Ensure courses are well organized and that the organization is clear to students and easy to navigate; online course orientation (Lowenthal & Dunlap, 2018; Richardson et al., 2009).
  • Provide suggested due dates for initial postings that promote mid-week engagement as opposed to weekend only postings (Lowenthal & Parscal, 2008).
  • Promptly answer email (Lowenthal & Parscal, 2008).
  • Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008).
  • Have effective assessment tools/rubrics so students know how they are being assessed (Dunlap & Lowenthal, 2018).
  • Map out all course requirements in advance so you and your students can plan out the workload at the start of the course (Dunlap & Lowenthal, 2018).
  • Make sure your students can’t get lost—make sure they know your expectations, what they should be doing, when it needs to be done, and your expectations for the course (Dunlap & Lowenthal, 2018).
  • Structure online learning resources so materials are one click away (Dunlap & Lowenthal, 2018).
  • Address universal design for learning (UDL) principles in all created materials (Dunlap & Lowenthal, 2018).

Communicate high expectations

Social presence

  • Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
  • Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017).
  • Create areas where students can communicate with each other (class email, student discussion tab, etc.; Stewart, 2017).
  • Post introductions and expectations document before students are given access to the course (Lowenthal & Parscal, 2008).

Cognitive presence

  • Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009).
  • Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009).
  • Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009).
  • Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
  • Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017).
  • Model and provide structured guidance; offer examples of papers and projects for samples (Watson et al., 2017).
  • Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000).

Teaching presence

  • Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009).
  • Provide students with explicit and redundant instructions for all course activities (Richardson et al., 2009).
  • Make goals clear and use redundancy (Richardson et al., 2009).
  • Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009).
  • Provide students’ views and comments in conversations (matching students with similar ideas; Stewart, 2017).
  • Provide instructor availability so students are aware of instructor response time (Watson et al., 2017).
  • Be concrete and explicit with instructions for all activities, assignments, and projects (Dunlap & Lowenthal, 2018).
  • Make everything explicit: say more than you think you need to say (Dunlap & Lowenthal, 2018).

Respect diverse ways of learning

Social presence

  • Establish rules of Netiquette for your course (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Encourage students to share experiences and beliefs in online discussion; allow for multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009).
  • Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017).
  • Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).

Cognitive presence

  • Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions, authentic products (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017).
  • Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009).
  • Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009).
  • Present words in spoken form, use words and pictures simultaneously to explain concepts (Richardson et al., 2009).
  • Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
  • Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016).
  • Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018).
  • Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000).
  • Consider collaborative work where students can share alternative viewpoints with each other (Rovai, 2000).

Teaching presence

  • Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009).
  • Design courses for learner choice, flexibility, and control (Richardson et al., 2009).
  • Design learning experiences that address all learning preferences/styles; authentic products (Dunlap & Lowenthal, 2018; Stephens & Roberts, 2017).
  • Account for cultural differences (Dunlap & Lowenthal, 2018).