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Educational Communities of Inquiry: Theoretical Framework,
Research, and Practice is an extensive reference that offers
theoretical foundations and developments associated with the COl
theoretical framework. This collection is a valuable source of
ideas, research opportunities, and challenges for scholars and
practitioners in the field of education technology.
The Design of Digital Learning Environments provides comprehensive
guidelines for creating and delivering high-quality online and
blended learning experiences in higher education. With increasing
numbers of students engaged in partially or fully digital
education, graduate students preparing for design, development, or
faculty roles need fresh, practical applications of cutting-edge
research and theory. This textbook uses the Community of Inquiry
framework, an influential and invaluable pedagogical model focused
on deep learning, to aid educators in forging meaningful,
collaborative connections with students engaged in digitally
supported multi-modal learning in colleges and universities, MOOCs,
and lifelong learning initiatives. Across five sections, the book
covers the basic structure, concepts, terminology, and history of
the Community of Inquiry; principles for designing and delivering
digital courses; design for specific course conditions;
applications of learning activities guided by the framework; and
current limitations and directions for further research.
The Design of Digital Learning Environments provides comprehensive
guidelines for creating and delivering high-quality online and
blended learning experiences in higher education. With increasing
numbers of students engaged in partially or fully digital
education, graduate students preparing for design, development, or
faculty roles need fresh, practical applications of cutting-edge
research and theory. This textbook uses the Community of Inquiry
framework, an influential and invaluable pedagogical model focused
on deep learning, to aid educators in forging meaningful,
collaborative connections with students engaged in digitally
supported multi-modal learning in colleges and universities, MOOCs,
and lifelong learning initiatives. Across five sections, the book
covers the basic structure, concepts, terminology, and history of
the Community of Inquiry; principles for designing and delivering
digital courses; design for specific course conditions;
applications of learning activities guided by the framework; and
current limitations and directions for further research.
Thinking Collaboratively is a theoretical and practical guide to
thinking and learning in deep and meaningful ways within purposeful
communities of inquiry. Critical thinking has long been recognized
as an important educational goal but, until now, has largely been
conceived and operationalized as an individual attitude and
ability. Increasingly, however, a more relevant and complete
cognitive construct has been emerging: thinking collaboratively.
Thinking collaboratively is the means to inquire, test, and apply
new understandings, and to make sense of the information that
bombards us continuously. In short, thinking collaboratively is
required to flourish in our highly connected world and, in this
book based on more than a decade of research, Garrison provides an
essential introduction to this vital concept.
The third edition of E-Learning in the 21st Century provides a
coherent, comprehensive, and empirically-based framework for
understanding e-learning in higher education. Garrison draws on his
decades of experience and extensive research in the field to
explore technological, pedagogical, and organizational
implications. The third edition has been fully updated throughout
and includes new material on learning technologies, MOOCs, blended
learning, leadership, and the importance and role of social
connections in thinking and learning, highlighting the
transformative and disruptive impact that e-learning has recently
had on education.
Thinking Collaboratively is a theoretical and practical guide to
thinking and learning in deep and meaningful ways within purposeful
communities of inquiry. Critical thinking has long been recognized
as an important educational goal but, until now, has largely been
conceived and operationalized as an individual attitude and
ability. Increasingly, however, a more relevant and complete
cognitive construct has been emerging: thinking collaboratively.
Thinking collaboratively is the means to inquire, test, and apply
new understandings, and to make sense of the information that
bombards us continuously. In short, thinking collaboratively is
required to flourish in our highly connected world and, in this
book based on more than a decade of research, Garrison provides an
essential introduction to this vital concept.
An Introduction to Distance Education is a comprehensive look at
the field of distance education, outlining current theories,
practices, and goals that are essential to effective design,
delivery, and navigation. As an alternative pedagogical approach,
distance education is posited to meet the evolving demands for
access, affordability, and quality in higher education. This fully
revised and updated second edition reviews the history of distance
education while addressing its current influence on the education
sector. Utilizing a student-guided approach, chapters offer
pedagogical features to engage and support the teaching and
learning process, including: questions for reflection, review, and
discussion: students can use these questions as triggers for
further thoughts related to the topic. Instructors can use these
questions for classroom and online discussion key quotations:
strategically placed throughout the text, these points act as a
springboard for further reflection and classroom discussion concept
definitions: central concepts discussed in the text are defined for
students at the end of each chapter. Driven by seminal contributors
who are researching and shaping our understanding and practice of
distance education today, An Introduction to Distance Education
offers a solid foundation from which to explore and develop new
approaches to designing and implementing online courses.
The third edition of E-Learning in the 21st Century provides a
coherent, comprehensive, and empirically-based framework for
understanding e-learning in higher education. Garrison draws on his
decades of experience and extensive research in the field to
explore technological, pedagogical, and organizational
implications. The third edition has been fully updated throughout
and includes new material on learning technologies, MOOCs, blended
learning, leadership, and the importance and role of social
connections in thinking and learning, highlighting the
transformative and disruptive impact that e-learning has recently
had on education.
An Introduction to Distance Education is a comprehensive look at
the field of distance education, outlining current theories,
practices, and goals that are essential to effective design,
delivery, and navigation. As an alternative pedagogical approach,
distance education is posited to meet the evolving demands for
access, affordability, and quality in higher education. This fully
revised and updated second edition reviews the history of distance
education while addressing its current influence on the education
sector. Utilizing a student-guided approach, chapters offer
pedagogical features to engage and support the teaching and
learning process, including: questions for reflection, review, and
discussion: students can use these questions as triggers for
further thoughts related to the topic. Instructors can use these
questions for classroom and online discussion key quotations:
strategically placed throughout the text, these points act as a
springboard for further reflection and classroom discussion concept
definitions: central concepts discussed in the text are defined for
students at the end of each chapter. Driven by seminal contributors
who are researching and shaping our understanding and practice of
distance education today, An Introduction to Distance Education
offers a solid foundation from which to explore and develop new
approaches to designing and implementing online courses.
"Teaching in Blended Leaning Environments" provides a
coherent framework in which to explore the transformative concept
of
blended learning. Blended learning can be defined as the
organic
integration of thoughtfully selected and complementary face-to-face
and
online approaches and technologies. A direct result of the
transformative innovation of virtual communication and online
learning
communities, blended learning environments have created new ways
for
teachers and students to engage, interact, and collaborate. The
authors
argue that this new learning environment necessitates significant
role
adjustments for instructors and generates a need to understand
the
aspects of teaching presence required of deep and meaningful
learning
outcomes.
Built upon the theoretical framework of the Community of
Inquiry
- the premise that higher education is both a collaborative
and
individually constructivist learning experience - the authors
present seven principles that provide a valuable set of tools
for
harnessing the opportunities for teaching and learning
available
through technology. Focusing on teaching practices related to
the
design, facilitation, direction and assessment of blended
learning
experiences, "Teaching in Blended Learning Environments"
addresses the growing demand for improved teaching in higher
education.Norman D. Vaughan is a professor in the Department
of
Education, Faculty of Teaching and Learning at Mount Royal
University.
He is the co-author with D. Randy Garrison of "Blended Learning
in
Higher Education."Martha Cleveland-Innes is
professor and chair in the Center for Distance Education at
Athabasca
University and guest professor of Technology-Enhanced Learning at
the
Royal Institute of Technology in Stockholm. D. Randy
Garrison is a professor in the Faculty of Education at the
University of Calgary. He has authored, co-authored, or edited
nine
books and over a hundred refereed articles/papers on the topics
of
teaching and learning in higher and online learning contexts.
The rapid migration to remote instruction during the Covid-19
pandemic has expedited the need for more research, expertise, and
practical guidelines for online and blended learning. A theoretical
grounding of approaches and practices is imperative to support
blended learning and sustain change across multiple levels in
education organizations, from leadership to classroom. Principles
of Blended Learning is a valuable framework that regards higher
education as both a collaborative and individually constructivist
learning experience. The framework considers the interdependent
elements of social, cognitive, and teaching presence to create a
meaningful learning experience. In this volume, the authors further
explore and refine the blended learning principles presented in
their first book, Teaching in Blended Learning Environments:
Creating and Sustaining Communities of Inquiry, with an added focus
on designing, facilitating, and directing collaborative blended
learning environments by emphasizing the concept of shared
metacognition.
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