Embedded Files
From the Quality Framework
From the Quality Framework
The Virtual Classroom as a Learning Community
The Community of Inquiry framework offers a starting point, prompting us to think about the virtual classroom as a learning community. Successfully facilitating teaching and learning within a community involves three key aspects: social presence, cognitive presence, and teaching presence. A fourth element, emotional presence, should provide the foundation upon which an online course is structured.
Guiding Questions:
Are students provided with the opportunity to engage socially (for example, by opening the virtual space early, encouraging students to contribute via the mic or chat functions, facilitating breakout rooms)?
Do you open each synchronous session with an “icebreaker” activity? Fun engaging activities at the beginning of a synchronous class help with student engagement. Posting a warm-up question via the polling feature, or having students draw or write text on a whiteboard, can “break the ice.”
Are students given virtual space or encouraged to use virtual tools (for example, Microsoft Teams) for meet-ups outside of class?
Are you helping to support students in connecting with the Seneca community as a whole? Have you considered informing students of opportunities and events offered through Student Federation, Twitter, Instagram, or perhaps opportunities exclusive to your program area?
Main Content
Main Content
Teaching Presence
Teaching Presence
A big component of teacher presence is moderation.
Review and moderate any discussions that take place online
Be ready to remove offensive messages and comment on a discussion
Reply to student posts with reflective questions
Actively monitor any discussion boards
When it comes to synchronous classes be ready to facilitate the guide the conversation
Finding that folks aren't speaking up?
Try short, fun ice breaker activities to set the tone.
Some students may not want to use their microphone - encourage the use of chat as an alternative.
Consider ways to solicit anonymous comments. Tools like Mentimeter allow for this.
Use polls and multiple choice questions to get students involved.
Social Presence
Social Presence
Encouraging social activity amongst students can be a challenge. But there are some things you can do to promote this in your class.
Include discussion boards (either the ones built into Blackboard, or using Padlet) to allow students to express themselves in a forum that is ungraded.
If there is a live class, enter the room 5-10 minutes early and chat with students. Ask them how they're doing, what program they are in, and similar casual questions.
If you use group work, consider creating dedicated spaces using MS Teams or Google Docs to facilitate the group work.
Cognitive Presence
Cognitive Presence
With cognitive presence, a main goal is to leverage students' existing knowledge to further the class and enrich conversations.
Express an openness to discuss topics outside of class, via e-mail, or through another method of communication
Routinely ask if students can relate to content and whether they want to share their experiences
Anonymous questions and polling (for example using Mentimeter) can be a good way to encourage normally shy students to chime in
If a student asks a question that you don't know the answer to, respond along the lines of, 'That's a great question. I'm not sure I know the answer off the top of my head, but let me look into it and get back to you.' Follow up via e-mail or bring your findings to the next class.
If a student asks a question, turn it to the class to see if anyone wants to speak on it before you do.
Invite students to share how a certain concept or idea may be applicable to their own lives.
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