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This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the relationship of teaching presence, social presence, and cognitive presence to one another and for evidence of changes in frequency of teaching, social, and cognitive presence over time. Findings suggest that social presence and cognitive presence are highly positively correlated and that teaching presence and social presence are moderately positively correlated in learner-led synchronous environments. The frequency of teaching, social, and cognitive presence did not change over time for either group. Findings also indicate that neither the group meeting online nor the group meeting face-to-face attained high levels of cognitive presence integration or resolution. (Contains 3 tables.)

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. (Contains 3 tables and 1 figure.)

This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding.

RECOMMENDATIONS FOR PRACTICE Based on our experience in designing academic chat spaces, instructors should be aware that learners in a chat room follow a process in order to reach shared understanding. SECTION 4: COMMUNITY OF INQUIRY ARTICLES BY OTHER DISTANCE LEARNING AUTHORS INTRODUCTION Online learning discussion formats provide an opportunity for learners to share their experiences, negotiate meaning, and take ownership of the subject matter. Instructors can caution learners that academic chat is not the same as casual chat, such as instant messaging. In the absence of feedback, learners in the chat room will allocate their time to the social, facilitative, and content statements in a similar way from chat to chat. [Extracted from the article]

This article discusses the framework for using academic text-based chats in the courses of college instructors, describes the process learners use to create shared meaning and presents recommendations for practice. It has been found that online discussion boards offer opportunities for individual students to form an understanding of the issues over a period of time. Online discussion boards provide learners the ability to reflect on their thoughts as they type them in a message entry area.

Abstract: This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding. [Copyright &y& Elsevier]

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. [ABSTRACT FROM AUTHOR]