G R E G K E TC H A M , S U N Y O S W E G O
THE LMS DOES MATTER
AGENDA
• Project rationale• Past/Present survey focus• Community of Inquiry reviewed• CoI and Learning Theories• Survey Results• Next Steps• Q &A
RATIONALE
• Rationale for updated survey• Rubin et al. research on LMS and CoI (2010)• Hypothesis: utilization of communication and information
sharing tools in the LMS by faculty and students will support the elements of the Community of Inquiry model.
• LMS transition
SURVEY DESIGN: PAST
Previous surveys:• Focus• Course design• Instructor&student interaction• Instructor characteristics (effectiveness, participation,
enthusiasm, extra help)• Overall course rating/satisfaction
• Return rate: 39% mean; range: 12%-85%
SURVEY DESIGN: UPDATE
New survey:• Focus on interrelationship between LMS
satisfaction and CoI elements• Pros: richer question set• Cons: twice as long; hard to toss old (relevent)
questions
COMMUNITY OF INQUIRY
COI &LEARNING THEORY
Where does CoI fit on the continuum of learning theories?
LEARNING THEORY 101
Behaviorism• observable behavior (Pavlov, Skinner)• Development of specific objectives (classic ID process) Cognitivism• Knowledge exists outside the mind, as in behaviorism• Focus on information processing and memory
structure (Tennyson & Schott)• Learners actively organize the learning process• Advance organizers (Ausubel)• Events of Instruction (Gagne)
LEARNING THEORY 101
Constructivism• Knowledge is constructed based on interaction and prior
experience• Cognitive contructivism (Piaget) –individual learner
characteristics: impact on learning• Social constructivism (Vygotsky) –meaning making through
social interaction Connectivism• “learning theory for the digital age” (Siemens)• Learning as creating connections (nodes) and developing
networks• "to teach is to model and demonstrate, to learn is to practice
and reflect” (Downes)
LEARNING THEORY 101
Instructivism• Sometimes leveled as a critique of behaviorist/cognivist
approaches• “Direct Instruction” as an example of practice- instructor
centered and controlled Rhizomatic Learning Theory• Based on rhizome theory (Deleuze and Guattari)-resistant to
organizational structure, “favoring a nomadic system of growth and propagation”
• Relationship to self-determined learning (heutogogy)(Hase and Kenyon)
• Community as Curriculum (Cormier)• Rooted in connectivist and constructivist theories
LEARNING THEORY 101
Problem Based Learning (PBL)• Problem definition and solutions development• Based on constructivism• Student centered, small group interactions• Instructor as facilitator and/or guide
CONNECTION OF COI TO PBL
• “collaborative constructivist approach”• Elements of CoI directly derived from John Dewey
(Swan, Garrison, and Richardson, 2010)• Practical inquiry (Dewey): Cognitive Presence• 4 phases of inquiry, leading to
resolution(triggering event, exploration, integration, resolution)• Contextually based, socially situated learning
(Dewey): Social Presence• Purpose, structure and leadership (Dewey):
Teaching Presence
METHODOLOGY
• Student survey; anonymous administration over time through LMS transition• Faculty survey: phase 2 of inquiry; focuses on
faculty perceptions• Same instruments used in DePaul study
OVERALL QUALITY
LMS SATISFACTION
MOST LIKED FEATURES
383 free text responses(83% response rate):• Easy to use• Easy to navigate• The lay out is user friendly and all information is
easy to find.• Not much, Blackboard is better
MOST DISLIKED FEATURES
360 free text responses(78% response rate):• It is impossible to follow discussion posts because
of the way the threading works.• Email is frustrating.• Incompatibility with up to date browsers.• The only thing I disliked was ANGEL itself.• Just about everything... Angel can be equated to
using a crayon to try to write Mozarts Requiem.
SOCIAL PRESENCE
COGNITIVE PRESENCE
COGNITIVE PRESENCE
TEACHING PRESENCE
TEACHING PRESENCE
NEXT STEPS
• Code free-text LMS responses for emergent themes• Break down data to individual course surveys• Prune redundant questions• Continue to administer through LMS transition• Begin faculty survey
QUESTIONS?
Collective meaning making time…
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