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An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute
Proceeding

, , , , , San Diego State University, United States

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

San Diego State University’s Course Design Institute (CDI) provides a semester-long opportunity for faculty to design and prepare to teach their first online courses. Guided by the Community of Inquiry (CoI) model and the California State University Quality Online Learning and Teaching (QOLT) principles, participants work together to produce, and teach, quality online courses. This analysis examined results achieved by CDI faculty graduates, as measured by CoI-related criteria and provided by students who completed successive iterations of CDI-developed courses. Findings suggest, on average, high levels of teaching, social and cognitive presence in each of the first three online course presentations post-CDI involvement. Additionally, this study discusses variability in CoI element mean ratings over time, and the lack of interaction between CoI elements and student online learning experience levels.

Citation

Marshall, J., Hauze, S., Denman, P., Frazee, J. & Laumakis, M. (2016). An Analysis of Online Course Ratings using the Community of Inquiry Theoretical Framework, Following Instructor Participation in San Diego State University’s Course Design Institute. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 954-967). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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