Reflections on course literature

The 5 stage model of Gilly Salmon (2013) is really interesting and next semester I will make use of it both as a teacher and as a director of studies. This while it is essential for the learning outcome that students from the very beginning get to know how to handle learning and e-tivities. Quite often, as a teacher I have supposed that the students are at stage 3 or 4 when the course starts… The design of the Gilly Salmon page is attractive and inviting: https://www.gillysalmon.com/five-stage-model.html

The article below is connected to one of the course webinars. It suggests how to give instructions in order to build a Community of Inquiry (CoI). For this purpose the three concepts of presence according to Garrison, Andersson and Archer (2000) are used: cognitive presence, social presence, and teaching presence.

Although the different presences were explained at the webinar, it was useful to read about them afterwards realizing that they are the pillars of CoI and provide a sense of meaning if they are allowed to permeate teaching, learning and social activities. Fascinating to see the summary of instructional activities, some of them have been claimed by the students in my courses, others are already included:)

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.

Ett svar på ”Reflections on course literature”

Hi Vigdis,
Interesting how you, when deepening your knowledge about CoI, find that you already have adapted some of the activities mentioned in the article. But I’m not surprised, I believe that we often use methods that gives meaning in our teaching, not knowing that there is a concept around them.

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