ABSTRACT
This conceptual paper sets out the community-of-inquiry framework from a distributed perspective. It proposes that considering teaching presence, social presence and cognitive presence from a distributed perspective allows the broadening of the presences to consider the way in which participants, content and tools maintain and advance these presences. Distance education is problematic since the separation of instructor and student necessitates a change of pedagogy. The paper argues that by distributing the typical silos of ‘teaching’ and ‘learning’, more flexible opportunities are enabled. The distribution of the three presences across participants, content and tools is proposed as one way of mitigating distances in distance education. It is recommended that the proposed model be subject to empirical research to ascertain the usefulness of the model in practice.
ABSTRACT
We describe findings from a study based upon a collaborative project carried out online as the end of module assessment activity of a multidisciplinary science module at the UK Open University. Our aim was to determine how well students dealt with working in a team of unfamiliar multidisciplinary scientists and to identify tools and processes that improved the team working experience. The principal source of data was in the form of reflective materials embedded in the module’s final assessment. A two-stage thematic analysis of student reflective narrative texts was performed to draw conclusions about student perceptions of the online team project. In the context of activity levels among the student teams, consistent differences in the way in which team members reflected upon their team working experience were apparent in three of the themes considered: participation, relationships and organisation. We provide a core checklist of actions that can be taken, by students and tutors, to enhance and improve the online collaborative experience.
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