Introduction to Student Engagement

The following page provides educators with an overview of basic elements needed to engage students online. This background will help guide educators as they learn to develop strategies to better engage students.

The Community of Inquiry (CoI)

What is the CoI?

The Community of Inquiry (CoI) is a common framework that guides the construction of online learning environments. By following the CoI, instructors and instructional designers can build an environment that provides learners with an engaging and meaningful learning experience. The CoI is based off of the constructivist learning theory, which posits that learners create their own knowledge from previous learning experiences.

The CoI consists of three interdependent elements, also called "presences": Social, Cognitive, and Teaching.

Source:

Community of Inquiry. (n.d.). CoI Framework. https://coi.athabascau.ca/coi-model/

McLeod, S. (2019). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.html

Supporting the CoI

The following section outlines some methods for supporting the three areas of the CoI.

Social Presence

Social Presence refers to how well a course allows students and instructors to form a cohesive learning community. This includes how supportive the community is, the degree to which students can express individuality, and interact with their instructors.

Social Presence can be achieved using the following:

  • Open Communication: students can engage with one another in a safe environment in which dialogue can be fostered, while also being able to think and reflect critically about the content.

  • Group Cohesion: students are able to construct their own identities within the learning community via intellectual tasks and discussions around the course content.

  • Affective Expression: students are able to express their individuality through emotions and experiences.

The Cognitive Presence process is an iterative process. When students reach the Resolution phase, they may encounter more Triggering Events.

Cognitive Presence

Cognitive Presence refers to the degree to which students can discuss and reflect upon concepts. This process consists of four phases:

  1. Triggering Event: In this phase, students are presented with an issue - or issues - that provoke a sense of inquiry. This phase should stimulate students' curiosity and inspire them to learn more. Instructors should present questions with the content that push students to think critically about the situations (e.g. "What are the pros and cons...?").

  2. Exploration: This phase consists of students thinking critically about the problem and exploring resources to help solve the issues presented in the Triggering Event. Instructors should ask questions that encourage students to search for evidence that helps them understand concepts (e.g. "Are there any articles or videos discussing this concept?").

  3. Integration: This phase gives students a chance to develop deeper meaning regarding the issues and concepts. Students should work with their instructor and peers to define the topic, create an understanding of the issues/concepts, and correct any misconceptions. Instructors should ask questions that guide students to the correct ideas (e.g. "What important ideas did you take away from this process?").

  4. Resolution: At this point, students should apply what they have learned to develop solutions in real world contexts. Instructors should ask questions that lead students to clarify their reasoning and think about how their solutions will work in the real world (e.g. "Can you provide further evidence for your conclusions?").

Teaching Presence

Teaching Presence refers to the degree in which an instructor manages an online course with the intention of promoting Social and Cognitive presence. This requires three functions from the instructor:

  • Design: Instructors must create activities, find course materials, and properly scaffold lessons in a way that promote the overall purpose of the course.

  • Facilitation: Instructors must monitor students' contributions so as to keep them engaged and demonstrate desired outcomes.

  • Direction: In this function, Instructors must act as guides. Instead of providing transfer of knowledge, Instructors must use their expertise to help students develop deeper meaning within their work.

Sources:

Jelenjev, L. (2018, July 27). The 4 Types of Online Learning Communities Part 2- Community of Inquiry. Dream See Do. https://www.dreamseedo.org/blog/the-4-types-of-online-learning-communities-part-2--community-of-inquiry

Northeastern University Center for Advancing Teaching and Learning Through Research. (n.d.). “Teaching Presence” in the Community of Inquiry Framework”. https://learning.northeastern.edu/teaching-presence/

University of Denver Office of Teaching & Learning. (n.d.). A Guide for Identifying and Eliciting Cognitive Presence (CP). http://otl.du.edu/wp-content/uploads/2013/12/A-Guide-for-Identifying-and-Eliciting-Cognitive-Presence.pdf


Tools for the CoI

These tools can be used to help create and maintain the CoI, and keep your students engaged and motivated.

The University of Missouri uses Canvas to facilitate online learning. Canvas contains discussion boards which can be used for asynchronous learning.

Google Docs allows for real-time collaborative writing. Students can share documents and work together to create group projects.

Zoom is a video conference tool. With the screen share function, instructors can use Zoom to host synchronous meetings with learning materials.

Source:

Digital Learning at Grant Wood AEA. (2015, Oct. 2). Creating and Posting to Discussions in Canvas (Instructure) [Video]. YouTube. https://youtu.be/r55g17JRu9c

G Suite. (2010, Apr. 11). Introducing a new Google Docs [Video]. Youtube. https://youtu.be/UFem3cDqyDA

Zoom. (2018, Aug. 13). Zoom Meetings [Video]. YouTube. https://youtu.be/VnyitUU4DUY