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Community of Inquiry Domains: Teaching Presence; Cognitive Presence
Be sure that you know your class, the materials, assignments, deadlines, and schedules. Prepare yourself before the class starts so you are ready to quickly respond to student questions and inquiries. Make sure all the course content is still relevant, all links found in your course function, and dates are current. Know the assignments and expectations being placed on students before the first day of class.
Principle #10 Practices:
1. Be sure to give yourself enough time to prep your course prior to the two-week pre-term deadline where we ask each faculty member to have the following in their courses:
a. A customized syllabus with correct course start/end dates.
b. Assignments set up that match the syllabus.
c. Gradebook set up that matches the Syllabus.
d. The course is brought active.
e. TIP: reach out the NLU helpdesk if something isn’t working correctly or if you are experiencing issues setting up your course—they are here to help!
2. Set aside time each week to reflect on how the course went that past week. View Student Analytics and review grades for potential in-course corrections that need to be made. TIP: many faculty keep teaching reflection journals to continue to improve on their practice and recall what went right, wrong or indifferent in their courses. Try it!
3. Cross-reference the Syllabus and textbook to each module to be sure nothing has changed. We also recommend clicking the links in your course to be sure they are all still working before that week opens.
For additional ideas on how to support a Community of Inquiry approach in your online courses, visit the following resources:
Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) in an online course, providing specific examples of instructional activities that can be used in an online course to support each of the dimensions of the CoI framework, as well as the principles of good practice for the online environment.
Sun, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior. 28(5). https://doi.org/10.1016/j.chb.2012.04.014
Sung and Mayer (2012) found that students consistently reported that five factors influenced how personally connected they felt with other students and the instructor in an online learning community: social respect (e.g. receiving timely responses), social sharing (e.g., sharing information or expressing beliefs), open mind (e.g., expressing agreement or receiving positive feedback), social identity (e.g., being called by name), and intimacy (e.g., sharing personal experiences). Brainstorm at least one way you can incorporate each of these factors into your online teaching.
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