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This paper describes an exploratory, observational study using a purposive sample selection to determine if the presence indicators of the well regarded Community of Inquiry model can be a useful tool to observe and assess learning events which use a Multi User Virtual Environment (MUVE) as the mode of delivery [1]. Specific research questions addr...
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... Furthermore, the CoI framework's association with learning outcomes and interactivity emphasizes the construction of a supportive educational community through social, cognitive, and teaching presence. These connections highlight the framework's role in fostering a collaborative and immersive educational experience, which is vital for achieving meaningful learning outcomes and promoting active engagement in the metaverse [51][52][53]. ...
In response to the transformative impact of digital technology on education, this study introduces a novel performance management framework for virtual learning environments suitable for the metaverse era. Based on the Structural Equation Modeling (SEM) approach, this paper proposes a comprehensive evaluative model, anchored on the integration of the Theory of Planned Behavior (TPB), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Community of Inquiry Framework (CoI). The model synthesizes five Key Performance Indicators (KPIs)—content delivery, student engagement, metaverse tool utilization, student performance, and adaptability—to intricately assess academic avatar performances in virtual educational settings. This theoretical approach marks a significant stride in understanding and enhancing avatar efficacy in the metaverse environment. It enriches the discourse on performance management in digital education and sets a foundation for future empirical studies. As virtual online environments gain prominence in education and training, this research study establishes the basic principles and highlights the key points for further empirical research in the new era of the metaverse educational environment.
... For educators and instructors who intend to implement VR in online education, it may be helpful to consider how the VR tool might enhance any or all three interacting elements. For instance, cognitive presence in online settings may be enhanced through the selection or creation of VR content that is interactive and engaging, while social presence can be augmented through virtual worlds that allow learners to communicate and collaborate in the virtual space using customizable avatars (McKerlich & Anderson, 2007;Morgan, 2013;Peterson, 2006). ...
Over the past two decades, the number of online programs and courses has increased significantly as more schools consider online learning a viable means of expanding their student base and making their programs accessible to a globally diverse audience (Keengwe & Kidd, 2010; Saba, 2005). Studies have shown that online learning is as effective as in-person classes in student satisfaction and learning outcomes (Cavanaugh & Jacquemin, 2015; Driscoll et al., 2012) and slightly more advantageous in course structure (Soffer & Nachmias, 2018). However, online learning presents challenges that educators and scholars have attempted to resolve, including learners’ feelings of isolation and low levels of learner engagement (Gillett-Swan, 2017). Several studies have associated online learning experiences with low learner attention levels, high levels of learner disengagement, dissatisfaction, and high dropout rates (Childs et al., 2021; McBrien et al., 2009; Zheng et al., 2015). These negative experiences can be linked to low levels of social interaction and collaboration among college students in online education settings (Dumford & Miller, 2018), the near absence of non-verbal communication that usually characterizes face-to-face learning contexts (Jorgensen, 2003; Otter et al., 2013), and learning content that is either lacking or excessive in visual stimulation (McBrien et al., 2009).
Virtual reality (VR) is an innovative technology that can be used for instructional purposes. Its features and affordances can potentially address the limitations and improve learning experiences in online higher education. Some of these affordances include representational fidelity, learner interaction, identity construction/presence, and VR’s ability to provide an engaging environment for experiential learning. Further, with recent advancements in technology and research, VR has gained appeal among higher education faculty and scholars (Lege & Bonner, 2020; Radianti et al., 2020).
To date, VR has primarily been explored as an addition to instruction in in-person learning settings. However, the continued growth of online learning platforms and the increased availability and reduced cost of VR platforms have encouraged further research on the integration of VR into online higher education as a means of improving the quality of learning and engagement and providing learners with opportunities to learn through more authentic means. This chapter outlines the growth of VR, discusses the use of VR in higher education, highlights its benefits and potential challenges, and provides several use cases and best practices for using the technology in online higher education.
... The second analysis explored the game-play transcriptions, web-chat and qualitative observational data. Here, JM and DC used a CoI instrument adapted from McKerlich & Anderson [48] to examine the data. This involved viewing the session videos twice, reading and rereading the session transcripts and web-chat text, before discussing and documenting indicators and examples of social, cognitive and teaching presences. ...
Introduction:
Medical professionals meet many transitions during their careers, and must learn to adjust rapidly to unfamiliar workplaces and teams. This study investigated the use of a digital educational escape room (DEER) in facilitating medical students' learning around managing uncertainty in transitioning from classroom to clinical placement.
Methods:
We used design-based research to explore the design, build, and test of a DEER, as well as gain insight into how these novel learning environments work, using Community of Inquiry (CoI) as a guiding conceptual framework. This study represented a mixed methods pilot test of a prototype DEER. Twenty-two medical students agreed to participate, and data were collected through qualitative (i.e., focus groups, game-play observations) and quantitative (i.e., questionnaires) methods.
Results:
Eighty-two per cent of participants agreed or strongly agreed that the DEER supported their learning around uncertainty. Participants offered diverse examples of how the game had facilitated new insights on, and approaches to, uncertainty. With respect to the learning environment, multiple indicators and examples of the three domains of CoI - cognitive, teaching and social presence - were observed.
Discussion:
Our findings suggested that DEERs offer a valuable online learning environment for students to engage with complex and emotion-provoking challenges, such as those experienced at transitions. The study also suggested that CoI can be applied to the design, implementation, and evaluation of DEER learning environments, and we have proposed a set of design principles that may offer guidance here.
... T h e C o m m u n i t y o f I n q u i r y ( C o I ) framework provides a useful theoretical lens to understand the unique affordances of the metaverse and their potential for improved learning experiences. The CoI framework has been widely adopted to prescribe and evaluate learning experiences in online, blended, and multi-user virtual learning environments (Fiock et al., 2020;McKerlich et al., 2007;Stenbom et al., 2018). It consists of three interrelated elements that are considered as essential for creating meaningful learning experiences: social, cognitive, and teaching presence (Akyol et al., 2008;Garrison et al., 1999;Kozan et al., 2014). ...
The metaverse, as a more advanced form of virtual reality, has great potential for education because of its unique affordances for enhancing immersion, interaction, and presence. However, because its development is still in its infancy, there are few empirical studies on the application of metaverse in education, with insufficient empirical evidence from the literature regarding its effectiveness and valued design features, as well as its advantages and disadvantages as a technology-enhanced learning environment. Utilizing the case study method, this study designed and implemented a 40-minute psychology course with 31 undergraduate students in the metaverse using the Virbela platform and collected both quantitative and qualitative data to empirically explore the benefits and challenges of the educational metaverse. The quantitative results showed that the students reported good learning experiences in the metaverse, but their learning outcomes were unsatisfactory, just over the passing level. The qualitative results revealed useful design features and common technical challenges of the educational metaverse. Based on the results, several implications for designing and developing effective courses in the educational metaverse were proposed.
... A connectivist approach to teaching has its foundations in the social-cognitive pedagogy. Under this pedagogical approach, the instructor serves as a guide who leads learners through content secondary to the process of learning (Kanuka & Anderson, 1999), where distance is a critical component (Garrison, 1997), and the use of immersive technologies provides enhanced learning to take place (McKerlich & Anderson, 2007). While some scholars argue that the connectivist approach limits accessibility and produces more costly distance education models (Annand, 1999), the approach has been adopted as a pedagogy and with the basic assumption that learning is a process of building information networks and resources that may be applied to real world issues (Siemens, 2005a(Siemens, , 2005b(Siemens, , 2007Downes, 2008). ...
The purpose of this study is to identify the pedagogical strategies used for
instruction and assessment in leadership-oriented MOOCs and gain a more refined
understanding of the current state of MOOCs in leadership education. The study also
seeks to fill the gaps in the body of knowledge surrounding leadership MOOCs. Massive
Open Online Courses (MOOCs) are a form of distance education course used across
content areas. They have been celebrated as revolutionizing the way learners access
education and the way colleges and universities could expand the notion of education on
a global scale beyond their traditional campuses. The use of MOOCs in leadership
education attracts students for the purposes of education and professional development.
This content analysis engages the current state of leadership MOOCs through a review of
the literature, a description of the methodology, and presents the results and discussion that emerge. This study examines 96 leadership MOOCs across the MOOC platforms of
Coursera, EdX, FutureLearn, Canvas.net, and Standford Online through a content
analysis research framework. The study concludes with a discussion of leadership MOOC
pedagogy and position as a vibrant and flexible delivery method for leadership education
and professional development on a global scale.
... According to this choice, 3D virtual world platforms or MUVEs can be considered immersive environments. Moreover, in the literature, terms such as "immersive environment", "immersive learning", "immersive virtual worlds" and "immersive education" refer commonly to desktop-based and not exclusively to headset-or HMD-mediated virtual environments (August et al., 2016;Dalgarno & Lee, 2010;Hew & Cheung, 2010;McKerlich & Anderson, 2008;Mikropoulos & Natsis, 2011;Potkonjak et al., 2016). ...
Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction.
This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regard-ing the quality of learning.
Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model.
The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and well-being.
... A connectivist approach to teaching has its foundations in the social-cognitive pedagogy. Under this pedagogical approach, the instructor serves as a guide who leads learners through content secondary to the process of learning (Kanuka & Anderson, 1999), where distance is a critical component (Garrison, 1997), and the use of immersive technologies provides enhanced learning to take place (McKerlich & Anderson, 2007). While some scholars argue that the connectivist approach limits accessibility and produces more costly distance education models (Annand, 1999), the approach has been adopted as a pedagogy and with the basic assumption that learning is a process of building information networks and resources that may be applied to real world issues (Siemens, 2005a(Siemens, , 2005b(Siemens, , 2007Downes, 2008). ...
The purpose of this study is to identify the pedagogical strategies used for instruction and assessment in leadership-oriented MOOCs and gain a more refined understanding of the current state of MOOCs in leadership education. The study also seeks to fill the gaps in the body of knowledge surrounding leadership MOOCs. Massive Open Online Courses (MOOCs) are a form of distance education course used across content areas. They have been celebrated as revolutionizing the way learners access education and the way colleges and universities could expand the notion of education on a global scale beyond their traditional campuses. The use of MOOCs in leadership education attracts students for the purposes of education and professional development. This content analysis engages the current state of leadership MOOCs through a review of the literature, a description of the methodology, and presents the results and discussion that emerge. This study examines 96 leadership MOOCs across the MOOC platforms of Coursera, EdX, FutureLearn, Canvas.net, and Standford Online through a content analysis research framework. The study concludes with a discussion of leadership MOOC pedagogy and position as a vibrant and flexible delivery method for leadership education and professional development on a global scale. Advisor: L. J. McElravy
... Unlike head-mounted display devices or other immersion-enabling gear, this setting is a room-type space, comprised of both technology Immersive environments have also been found to impact educational-social settings. Presence in multi-user virtual environments has been found to allow the emergence of dynamic communities and to encourage interactions (Bronack et al., 2008;McKerlich & Anderson, 2007;Michon & Kalay, 2012), engagement and discovery (Clark & Maher, 2005;Dalgarno & Lee, 2010;Hollander & Thomas, 2009;Kalay, 2004b;Mallan, Foth, Greenway, & Young, 2010), impact decision-making (Rogers, 2011), improved outcomes (Johnston et al., 2018;Parong & Mayer, 2018) and creativity (Hong, 2013), thus indicating the significant role that immersive settings can play in the learning process. ...
Future learning spaces (FLSs), such as immersive virtual environments, have expanded the architectural studio beyond traditional spaces, offering new affordances for learning communities (LCs) to enculturate design practices. These developments raise a need to assess how different spaces foster intended learning activities. In response, we developed a model to assess the way (LCs) are supported during the design process. Our model aggregates learners' design decisions, along with their physical, virtual and social settings, into units called knowledge construction activities. These are then linked with subsequent units, to create design development graphs. The model was applied to two studio courses that used a conventional classroom and a technology‐enhanced immersive FLS. Analyses show that each space supported different learning activities. Notably, the immersive FLS was shown to support design convergence, considered to be an essential skill. While advancing concepts related to design pedagogy, the model can support additional designers of FLS for (LCs) when integrating multiple spaces.
Practitioner Notes
What is already known about this topic Future Learning Spaces (FLSs), such as immersive virtual environments (IVEs), have expanded the architectural studio beyond traditional spaces, offering new affordances for design learning communities to enculturate expert design practices.
IVEs are known to support spatial perception and enhance design flow, suitable for constructing design knowledge.
Studio assessments mostly focus on learners' final outcomes and learner–teacher communication.
What this paper adds New knowledge about how an immersive FLS can foster the emergence of design learning communities.
An analytical toolkit to measure the way IVEs affect the enculturation of design skills, particularly in divergent and convergent activities.
A comprehensive method to map design learning processes and analyze learning progress.
Implications for practice and/or policy The educational sector can use this model to evaluate the way technology‐enhanced learning spaces for learning communities meet given educational goals.
The education community can use this method as a powerful and efficient tool to design multiple‐setting courses and develop teaching strategies to support learning communities in FLSs.
... Since the initial application of the model to text-based CMC environments, the framework has been applied to a variety of online settings (Yang et al., 2016;Kovanović et al., 2017) and has included hybrid settings as well (Arbaugh, Bangert, & Cleveland-Innes, 2010;Vaughan, 2010;Shea & Bidjerano, 2010). Recent research has also involved the use of CoI to explore community in immersive environments (McKerlich & Anderson, 2007;Burgess et al., 2010;McKerlich et al., 2011;Pellas, Peroutseas, & Kanzanidis, 2013;Pellas & Kanzanidis, 2014). ...
This study is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students’ perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis
... By the same token, the Community of Inquiry Framework (CoI), developed by Garrison, Anderson, and Archer (2000) also motivates the uses of SL for English language teaching. Preliminary studies about the use of CoI as a framework for SL studies (Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010;McKerlich & Anderson, 2007;Pellas, 2017) recommended the use of CoI in virtual online learning in many other disciplines. Congruent with the work of Dewey (1998) and constructivist approaches, this process model of online learning suggests that worthwhile online learning occurs within a community through the interaction of three core elements: cognitive presence, social presence, and teaching presence. ...
... Community of inquiry model, in the light of constructivist approaches, emphasizes the importance of effective communication between the teacher and students for better learning outcomes in online courses (Garrison, Anderson, & Archer, 2000;McKerlich, & Anderson, 2007;Burgess, Slate, Rojas-LeBouef & LaPrairie, 2010;Pellas, 2017). In addition, it is evident that the responsibilities of the teachers and learners in online learning environments may be difficult and sometimes complicated. ...
This study aims to design of the two activities “introducing an innovation” and “role playing” in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner’s roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity “introducing an innovation” let students develop an innovation and introduce it in English at a congress hall. The second activity “role playing” had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students’ performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in highersocial presence than introducing an innovation since the students studied individually in the introduction of an innovation.
Keywords: Language education; Technology in foreign language learning; Community of inquiry; Second Life; Role playing
