Article Critique-Take 2

Thank you Lorraine for your insightful response to my article Critique. I took your suggestions and adjusted my critique.

Introduction
There has been a variety of research performed on the Community of Inquiry Framework with regards to online learning. In his paper “Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses?”, Arbaugh sought empirical data to support his beliefs that each aspect of the Community of Inquiry (CoI) Framework separately would result in learning. Furthermore, each element of a CoI based approach to instruction and learning would also lead to satisfaction with an online course as the delivery medium.

Survey Methods
Data was collected over six semesters from 55 online MBA classes. In total, 1200 students were sent surveys regarding their perceptions of learning via online courses as well as their satisfaction with an online course as the medium of instruction. Possible responses to the twenty-two questions ranged from “Strongly Agree” to “Strongly disagree”. Initially, students received an electronic copy of the survey, to which some responded. To further gather data, students who did not respond to the electronic survey received a paper copy. This combination of electronic and hard copy surveying resulted in approximately 55% of students responding.

Results
The results confirmed Arbaugh’s principal arguments. There was a strong positive correlation between teacher presence and student learning. As well, a strong positive correlation between teacher presence and satisfaction was found. It should be noted that teacher presence was a stronger predictor of student learning than it was of satisfaction.

Arbaugh also found a strong positive correlation between social presence and learning. Furthermore, an even stronger positive correlation was found between social presence and satisfaction. Social presence was a catalyst of learning in the majority of cases. However, it was also found that social presence was not entirely necessary for learning to occur.

Cognitive presence strongly predicted perceived learning by the students. It seems that the students that were able to understand, explore, integrate and apply new knowledge replied with high levels of perceived learning. However, despite acquiring a great deal of new and useful knowledge, this was not strongly reflected in their satisfaction with online instruction as the delivery medium.

With such a large sample, the results could be found to be both statistically valid and reliable. I found it interesting that by using a blended approach to data collection that more data was collected than solely relying on electronic means.

Implications and Conclusions
Arbaugh believes that there are many more opportunities for online learning in MBA courses. Arbaugh realizes that further studies should be done to deepen our understanding of the nature of online MBA courses, both qualitatively and quantitatively. Furthermore, further research at many more facilities and across a broader spectrum of disciplines is needed.When I first started reading the paper, I felt it was a foregone conclusion that there would be a significant positive correlation between each of teaching presence, social presence and cognitive presence with both learning and satisfaction. To my surprise, this was not the case in all aspects.

The results of the teaching presence hypothesis reaffirmed my idea that for quality learning to take place, teachers must be involved. It is truly our role as facilitators to lead our students with good questions to provoke thought and discussion. We must know the answers, (or at least be willing to search for them when we do not), and we must maintain the group moving in the direction of our desired outcomes. The results of the social presence hypothesis made me think of the variety of learners we have in our classrooms, the talkers to the recluse, this reaffirms that we are to invite discussion as kindling to deeper learning, but often much may be learned through quiet introspection.

As my first article in my first course I thoroughly enjoyed the article and the results. Arbaugh made some suggestions that reduced my stress yet challenged me to become an effective blended instructor. These being; (1) simpler is better when it comes to technology and (2) we don’t have to be computer experts to be able to facilitate blended learning. It seems that familiarity with the technology used in learning is an important factor in learning and satisfaction. We want our students spending the majority of their mental energy on learning material not programs. In addition, our time should be spent on moderating, inspiring, developing discussion and with experience; the addition of new and more involved technology will come.

Introductory project Proposal

The basic premise of this project proposal is to integrate self directed learning of spreadsheets in the Finance Unit (AMAT 20 and 30) and the Number Patterns and Tables Unit (AMAT 10) of the Alberta Learning Applied Mathematics Curriculum.

Current Practices
Traditionally students follow instructions given on paper handouts and are forced to create spreadsheets with little to no prior knowledge of spreadsheet formatting and layouts. I have developed spreadsheet templates that incorporate the learning of the desired outcomes without burdening students with the problems associated with generating a novel spreadsheet for each new question.

Prior to students reinforcing table concepts by the use of spreadsheets, they work on paper copies to develop and practice the necessary mathematical skills and concepts. Once we, as a group, have completed the pen and paper practice, we move on to computer practice.

Currently students retrieve the prefabricated spreadsheets from a common drive. They save the application to their personal drives allowing them flexibility to work on the assignment from any computer in the school, both inside and outside of the class and class schedule. I usually begin each class with a demonstration of the spreadsheet and its capabilities via laptop and LCD projector. I have been using this model for all three levels of Applied Mathematics for 4 years and it has been accepted as a preferable option to direct teacher lead instruction.

In previous years, I have used the computers in my classroom. Most students have completed the assignment within the allotted class time. Some however, have required extra time. These students use their work periods to complete the assignment. I have always been available during class time to answer questions regarding content or formatting. Due to the independent nature of the assignment and a strong community of inquiry established in my class, the majority of my time is spent silently hovering; patiently waiting for a question to arise. In addition, I circulate to ensure on task participation.

Assessments are given to the students to determine their level of understanding of patterns and tables prior to reinforcing these skills on the computer. After the students have completed the spreadsheet assignment they are assessed again with regards to their knowledge of patterns and tables as well as basic spreadsheet formulae.

This has been successful but I am looking for an alternate delivery method to give my students exposure to what they may encounter when they enter post secondary education.




Proposed Future Practice Procedure
Given the current availability of technology and technical knowledge of myself, I will try to make this project as simple as possible. I will try to use the existing resources. This will make the project easier to implement initially. Furthermore, it will be easier for other teachers to implement as they will access to similar facilities in my school.

1. Students submit their preferred email address to the teacher
2. The teacher creates a distribution list and emails the class the spreadsheet attachment.

This email should include
* A request for receipt of the email and attachment
* The class discussion forum web address and login procedures
* Timelines for expected example completion and assessment dates
* Encouragement to participate in the discussion forum
* A reminder of Academic Honesty

3. Students open and save the file on their home computer or in their personal drives at school.
4. Students attempt to complete the assignment independently using the “pop-up” hints provided in the application
5. Should a student encounter a problem that they cannot solve themselves, they should go to the discussion forum or contact a peer in the group.
6. Students will participate in quizzes, as per the timeline, to assess students’ progress and understanding throughout the unit.
7. Students return the completed assignment to the teacher via email
8. Students complete an assignment-end live computerized spreadsheet quiz as well as a pen and paper quiz.

Teaching and Timeline Considerations
Due to the asynchronous nature of the discussion forum, care should be taken to allow students time to attempt learning, ask questions and have their issues resolved prior to assessments. Moderation by the teacher should include monitoring the forum to ensure that no question goes unanswered within a reasonable amount of time. This can be accomplished by monitoring the discussion at regular intervals and providing feedback either immediately via the discussion forum (if no answer is forthcoming) or the next day in class.

Assessment Strategies
Students will be required to return electronic copies of the completed assignment to the teacher via email. The teacher can then easily and quickly open the file, skim through for correct answers, check formulae, and note any omissions or errors. Students will be required to complete a live spreadsheet test as well as a paper quiz. Questions regarding the formulae and applications will appear on the unit test, midterm and final examinations.
I don’t think it would be neither necessary nor fair to assess students based upon their involvement in the discussion forum. This would reward students for encountering difficulty. However, bonus marks could be awarded to those students who make a concerted effort to assist others by responding to their queries.

Ethical Considerations
Due to the ease of students copying and submitting others digitally produced work, the ethical responsibility of individuals must be reinforced by the teacher. These reminders must be clear, open and constant. One reminder would not be enough. Although it may be difficult to determine if a student had copied a file and then submitted it as their own, students must be reminded that truth to their competencies will be determined on the in class computer and paper tests.

Areas for Growth for me

I will need to learn how to create, develop, save and open a discussion forum. I will need to learn how to give students access to the forum. I will need to check with the computer technician at the school about the required level of clearance to do all of the afore mentioned. In addition I will need to request more memory space to save the completed student assignment attachments.

My Critique of "Does the CoI Framework predict outcomes in Online MBA Courses

Here is my critique. I hope you enjoy it and I welcome and look forward to feedback to improve.
Stephen

What has the greatest impact on student learning and satisfaction in an online learning situation? It is the teacher? Is it the interaction with others? Is it the amount of learning accomplished by the student? These are the central questions to Arbaugh’s (2007) paper “Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses?”.

I believe that Arbaugh initially felt that a strong Community of Inquiry Framework would result in learning. Furthermore, it would also lead to satisfaction with an online course as the delivery medium. When I first started reading the paper, I felt it was a foregone conclusion that there would be a significant positive correlation between each of teaching presence, social presence and cognitive presence with both learning and satisfaction. To my surprise, this was not the case in all aspects.

Data was collected over six semesters from 55 online MBA classes. In total, 1200 students were surveyed regarding their perceptions of learning and satisfaction with an online course as the medium of instruction. Possible responses to the twenty-two questions ranged from “Strongly Agree” to “Strongly disagree”. Initially, students received an electronic copy of the survey, to which some responded. To further gather data, students who did not respond to the electronic survey received a paper copy. This combination of electronic and hard copy surveying resulted in approximately 55% of students responding. With such a large sample, the results could be found to be both statistically valid and reliable. I found it interesting that data collection too is found to be more effective when it is blended by not relying on solely electronic or solely paper means.

The results confirmed Arbaugh’s principal arguments. There was a strong positive correlation between teacher presence and student learning. As well, a strong positive correlation between teacher presence and satisfaction was found. It should be noted that teacher presence was a stronger predictor of student learning than it was of satisfaction. This reaffirmed my idea that for quality learning to take place, teachers must be involved. It is truly our role as facilitators to lead our students with good questions to provoke thought and discussion. We must know the answers, (or at least be willing to search for them when we do not), and we must maintain the group moving in the direction of our desired outcomes.

Arbaugh also found a strong positive correlation between social presence and learning. Furthermore, an even stronger positive correlation was found between social presence and satisfaction. Social presence was a catalyst of learning in the majority of cases. However, it was also found that social presence was not entirely necessary for learning to occur. When we think of the variety of learners we have in our classrooms, the talkers to the recluse, this reaffirms that we are to invite discussion as kindling to deeper learning, but often much may be learned through quiet introspection.

Cognitive presence strongly predicted perceived learning by the students. It seems that the students that were able to understand, explore, integrate and apply new knowledge replied with high levels of perceived learning. However, despite acquiring a great deal of new and useful knowledge, this was not strongly reflected in their satisfaction with online instruction as the delivery medium.

Arbaugh believes that there are many more opportunities for online learning in MBA courses. However, he concedes that further studies should be done to deepen our understanding of the nature of online MBA courses, both qualitatively and quantitatively. Furthermore, Arbaugh makes a number of recommendations. Primarily, that further research at many more facilities and across a broader spectrum of disciplines is needed.

As my first article in my first course I thoroughly enjoyed the article and the results. I agreed with the results even though it conflicted with my initial perception of online learning. Arbaugh made some suggestions that reduced my stress yet challenged me to become an effective blended instructor. These being; (1) simpler is better when it comes to technology and (2) we don’t have to be computer experts to be able to facilitate blended learning. It seems that familiarity with the technology used in learning is an important factor in learning and satisfaction. We want our students spending the majority of their mental energy on learning material not programs. In addition, our time should be spent on moderating, inspiring, developing discussion and with experience; the addition of new and more involved technology will come.

Day 1

Wow> today is the first day of my masters of Education. Aside from running all day at a track meet, the class is up and running. I need to be writing and listening at the same time. What a difference being on the other side of the desk.

So far so good. It seems that the things I have been trying are very applicable to this course.