This presentation illustrates how the CoI survey can be used to assess the efficacy of new technologies and instructional design strategies.

1. Using the CoI to Assess ID Strategies and New Technologies in Online Courses Phil Ice, Ed.D. SLN SOL Summit Syracuse, 2010

3. grounded in a collaborative constructivist view of higher education

7. open communication (learning climate, risk free expression)

9. exploration (sharing information & ideas)

10. integration (connecting ideas)

12. facilitation (shaping constructive discourse)

14. 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution)

16. principal component factor analysis

17. three factor model predicted by CoI framework confirmed

19. Social Presence Affective Expression 14. Getting to know other course participants gave me a sense of belonging in the course. 15. I was able to form distinct impressions of some course participants. 16. Online or web-based communication is an excellent medium for social interaction. Open communication 17. I felt comfortable conversing through the online medium. 18. I felt comfortable participating in the course discussions. 19. I felt comfortable interacting with other course participants. Group cohesion 20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust. 21. I felt that my point of view was acknowledged by other course participants. 22. Online discussions help me to develop a sense of collaboration.

20. Cognitive Presence Triggering Even 23. Problems posed increased my interest in course issues. 24. Course activities piqued my curiosity. 25. I felt motivated to explore content related questions. Exploration 26. I utilized a variety of information sources to explore problems posed in this course. 27. Brainstorming and finding relevant information helped me resolve content related questions. 28. Discussing course content with my classmates was valuable in helping me appreciate different perspectives. Integration 29. Combining new information helped me answer questions raised in course activities. 30. Learning activities helped me construct explanations/solutions. 31. Reflection on course content and discussions helped me understand fundamental concepts in this class. Resolution 32. I can describe ways to test and apply the knowledge created in this course. 33. I have developed solutions to course problems that can be applied in practice. 34. I can apply the knowledge created in this course to my work or other non-class related activities.

21. Promises Promises

23. However – the rise to prominence is so rapid that adequate evaluation is difficult

25. Higher Education often lags out of an abundance of caution

26. Academics want to see learning outcomes before they are willing to adopt

28. Who Adopts

30. Just because extremely rich apps exist doesn’t mean they are always needed

31. Remember that distance learners are isolated from the instructor and classmates physically

32. This may be by choice

34. THEME 1 – Ability to understand nuance.

35. THEME 2 – Feelings of increased involvement.

36. THEME 3 – Increased content retention.

39. Summer 2007 / mean = 4.12

40. Audio group / mean = 4.43

41. The instructor encouraged course participants to explore new concepts in this course.

42. Summer 2007 / mean = 4.44

44. Summer 2007 / mean = 4.28

46. Summer 2007 / mean = 3.90

48. Summer 2007 / mean = 4.31

49. Audio group / mean = 4.55

50. Reflection on course content and discussions helped me understand fundamental concepts in this class.

51. Summer 2007 / mean = 4.37

57. As an example these students frequently developed a document on their own and then shared it with classmates.

58. 82% of students 34 and younger recognized it as a collaborative tool and began workflow projects by sharing a common document.

61. Other measures are needed

62. Grading Rubrics and Student Interviews make great sources of data

64. Study conducted in Deployment of Flash Projects Course

65. Implement Flash via Multiple Deployment Types

66. HTML-based Deployments with Flash Content

67. Full Flash Deployments using FlashPlayer and AIR Runtime

70. Level of engagement

71. Perceived Learning

72. Level of thought required

74. All believed Photo Viewer activity to be more engaging

75. 9 believed they learning more from Photo View activity

76. All believed Photo View activity required more higher order thought

79. Epistemological

80. Objectivist – lower order thought processes vis-à-vis Bloom’s Taxonomy

81. Constructivist – higher order thought processes vis-à-vis Bloom’s Taxonomy

82. Student satisfaction and perceptions of Community may be impacted by the instructors Socio-Epistemological orientation – as projected in content and interactivity(Arbaugh & Benbunnan-Fich, 2006)

84. Eight undergraduate and eight graduate level courses were coded for epistemological orientations

85. Lower three levels of Bloom’s coded as objectivist

86. Higher three levels of Bloom’s coded as constructivist

87. Coding of all course activities and discussions

89. N = 4397

90. Undergraduate – 2576

91. Graduate – 1821

92. Factor Analysis ran:

93. Overall

94. By level

95. By course

96. By five year age bands

98. Are other variables responsible for factor loading patterns?

99. Impetus – despite validation of the CoI in 2008, a few subsequent factor analyses have produced a two factor solution

101. Factor analysis of all undergraduate courses combined produced a three factor solution

102. Factor analysis of all graduate courses combined produced a three factor solution

103. Factor analysis of individual courses (n range of 221 - 405) produced a three factor solution

105. Undergraduate maximum age band = 43 – 47

107. 18 - 22 produce a 2 factor solution regardless of epistemological orientation or course level

108. 23 - 37 produce 3 factor solution regardless of epistemological orientation or course level

109. 38 - 62 overall produce a 3 factor solution overall

110. 38 - 47 produce a 2 factor solution when the epistemological orientation is objectivist

111. 38 - 47 produce a 3 factor solution when the epistemological orientation is constructivist

113. Students 18 - 22 appear to view teaching and cognitive presence as the same construct regardless of course orientation

114. Students 48 - 62 appear to view teaching and cognitive presence as the same construct

116. Why do students 18 - 22 not transfer native social networking and collaboration skills to learning

117. How can life skills be used to leverage learning for students 48 - 62 years old

119. Substantial qualitative work