Community of Inquiry

• Community of Inquiry Athabasca: https://coi.athabascau.ca/
• Purdue Repository for Online Teaching and Learning: https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/4_Community_of_Inquiry_Framework.pdf

Questions

• Engaging Students: https://teaching.cornell.edu/teaching-resources/engaging-students/using-effective-questions
• Bloom’s Taxonomy: https://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
• Revised Bloom’s Taxonomy Question Starters: https://facultycenter.ischool.syr.edu/wp-content/uploads/2015/10/Revised-Blooms-Questions-Starter.pdf

Group Roles

• Using Roles in Group Work: https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-roles-in-group-work/
• Group Roles: Maximizing Group Performance https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-roles-maximizing-group-performance

Grading

• Carnegie Mellon – How can I assess group work https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/assess.html
• Group Work: How to Evaluate It: https://teaching.cornell.edu/resource/group-work-how-evaluate-it

Rubrics

• Cornell University: https://teaching.cornell.edu/resource/example-group-work-rubric
• Recommendations for online groups
• Drexel University: https://www.online.drexel.edu/news/group-tips.aspx

References

Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). John Wiley & Sons

Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73–88.

Eberly Center: Teaching Excellence & Educational Innovation. (2020). What are the benefits of groupwork? Retrieved from https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html

Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student–content interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23(2-3), 157-186.

Fiock, H. S. (2020). Designing a community of inquiry in online courses. International Review of Research in Open and Distributed Learning, 21(1), 136-153.

Garrison, D. R., T. Anderson, and W. Archer. 2000. Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2–3): 1–19.

Garrison, D.R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23

Horn, E. & Peloza, E. (2019, March 19). Demystifying online group projects. https://ce.uwex.edu/demystifying-online-group-projects/

Koh, M. H., Barbour, M., & Hill, J. R. (2010). Strategies for instructors to improve online groupwork. The Journal of Educational Computing Research, 43(2), 183-205.

Koh, M. H., & Hill, J. R. (2009). Student perceptions of group work in an online course: Benefits and challenges. Journal of Distance Education, 23, 69–91.

Lieberman, M. (2018, April 25). Group projects in online classes create connections and challenge instructors. https://www.insidehighered.com/digital-learning/article/2018/04/25/group-projects-online-classes-create-connections-and-challenge

Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.

The POGIL Project. (2019). https://pogil.org/

Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30, 220-232.