Search

In an inquiry-based discussion, learners take responsibility for their learning, create meaning in a group, and learn from the group. In a physical classroom, instructors can model moderator and discussant skills and have learners practice those skills in the presence of the instructor. Using a stop-action approach, instructors can stop the discussion and provide feedback. Learners can then practice the skill and continue with the discussion. In an online environment, instructors may not be able to have a group stop action. Frequent interruptions by the instructor might disrupt the rhythm of the discussion, especially when the discourse occurs in text-based chat rooms. In a synchronous, continually flowing chat space, consideration needs to be given to the difficulty of modeling behaviors. Too much intervention or modeling on the part of the instructor, even in the guise of a student, might disrupt the natural flow of ideas. It may be that the speed and flow of a synchronous chat make it impractical for an instructor to be the only voice of guidance. Learners in chat environments need time to reflect, practice, and receive guidance on effective moves made during their discussions. Coaching, rather than modeling or direct instruction, may be an appropriate intervention for improving learner-led text-based chats. In this article, the authors will first discuss the idea of e-coaching and then describe how academic chats are used in their course. A third section will describe the framework for the e-coaching and feedback process. The article concludes with recommendations for practice derived from the authors' experience with electronic coaching and feedback.

Online learning discussion formats provide an opportunity for learners to share their experiences, negotiate meaning, and take ownership of the subject matter. Chat rooms also provide learners with anyplace and real-time ways to participate in academic discussions. Shared understanding occurs when individual experience mediated through group discourse becomes collective thought that emerges from the exploration and analysis of personal experience, text material, and the construction of ideas from critical group dialogue. Shared understanding is the blending of private thought with public dialogue. Increasing the understanding of how shared meaning develops through computer-mediated, real-time communication may help instructors design and facilitate discussions that lead to higher-order thinking in online inquiry-based environments. In this article the authors will first discuss the framework for using academic text-based chats in their course. A second section will describe the process the learners use to create shared meaning. In the concluding section, they will present recommendations for practice, an outcome of lessons learned from their experience in designing academic chat spaces.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [Reprinted with the permission of the author and publisher: Stein, D. S. (2006). Establishing Conceptual Boundaries: What Is an Adult Education Project, Promise and Practice? "New Horizons in Adult Education & Human Resource Development," v20 n1 p32-42 Win 2006. Available in ERIC at EJ983775.]

This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided immediately afterwards. The findings suggest that over time, the frequency of higher-order thinking will increase more in a group that receives coaching and feedback than in a group that does not receive coaching and feedback. In addition, the findings suggest that the Community of Inquiry framework has benefits beyond its use in course design, facilitation, and assessment to include serving as a guide to coaching. (Contains 3 tables and 1 figure.)

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 identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal, and career opportunities; institutional support; synchronizing learning and earning; reflective learner; and match with an academic reputation. Results suggest that enrollment is the result of an interaction among situational, occupational, and institutional factors rather than primarily a desire or need to acquire knowledge as a commodity. The decision to enroll in a long-term commitment is a negotiated activity in which self-interests are balanced among various other interests, including the employer, family, friends, and identity as a learner. This study contributes to the literature by suggesting that time out of school is strongly related to the decision to enroll. (Contains 1 table and 2 figures.)

This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space.

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.

The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theory of transactional distance as a conceptual framework, the researchers obtained data from learners in six courses that varied by course format, structure, and opportunities for interaction. Results indicated that learner satisfaction with the course structure-activities, assignments, and instructor guidance and encouragement-led to greater satisfaction with perceived knowledge gained. Interaction was highly correlated with structure. Interactions initiated by the learners contributed to their satisfaction with perceived knowledge gained. Technical expertise had no effect on satisfaction with perceived knowledge gained.

Summarizes theme articles on learning communities: place is important, learning content is situated in daily life; knowledge is locally produced; and learning communities may be power structures. (Contains 16 references.) (SK)

Learning in community means creating local knowledge from aspects of community life. Adult educators can help community members become co-creators of knowledge through a process of committing, contracting, campaigning, contributing, communicating, and continuing. (Contains 24 references.) (SK)

Abstract Facilitating meaningful discussions in a blended, inquiry-based course is a challenge for instructors and learners alike. Little is known about the discussion process in blended courses, and learners often [...]

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]

If coaching on discussion skills can increase student performance in the discussion, how then might instructors create a safe space for learners to practice and learn the art of discussion in an ongoing discussion-based environment? Continuous coaching and feedback can reinforce the power of learner-led discussions to foster more interdependent learners so they can conduct inquiries together and model collaborative learning. In a physical classroom, instructors can model moderator and discussant skills and have learners practice those skills in the presence of the instructor. We use e-coaching for inquiry-based assignments, and we use tools such as email to provide coaching and feedback to learners who participate in synchronous discussions. [Extracted from the article]

Explains how to design training programs in which the trainer and the work group collaborate on designing a program that produces agreed-upon behavioral changes in employee performance. The modified critical incident technique is a diagnostic tool which provides information concerning the cost effectiveness of education and training programs. (CT)

Continuing education in the health professions should stress the process approach--teaching learners how to learn. The administrator of continuing medical education should be an adult educator trained to be an educational facilitator, instructional designer, and manager of the learning environment. (SK)

Formation of the Drosophila embryonic termini is controlled by the localized activation of the receptor tyrosine kinase Torso. Both Torso and Torso's presumed ligand, Trunk, are expressed uniformly in the early embryo. Polar activation of Torso requires Torso-like, which is expressed by follicle cells adjacent to the ends of the developing oocyte. We find that Torso expressed at high levels in cultured Drosophila cells is activated by individual application of Trunk, Torsolike or another known Torso ligand, Prothoracicotropic Hormone. In addition to assays of downstream signaling activity, Torso dimerization was detected using bimolecular fluorescence complementation. Trunk and Torso-like were active when co-transfected with Torso and when presented to Torso-expressing cells in conditioned medium. Trunk and Torso-like were also taken up from conditioned medium specifically by cells expressing Torso. At low levels of Torso, similar to those present in the embryo, Trunk and Torso-like alone were ineffective but acted synergistically to stimulate Torso signaling. Our results suggest that Torso interacts with both Trunk and Torso-like, which cooperate to mediate dimerization and activation of Torso at the ends of the Drosophila embryo. [ABSTRACT FROM AUTHOR]