Abstract
The issue of promoting high levels of interactivity in online learning is important and topical. There is always a need to provide opportunities for online learners to work with others and feel a sense of belonging. This desktop review paper explores the possibility of creating communities of inquiry using the Moodle learning management system. In this discussion, we review the general use of a learning management system in an institution of higher learning. We discuss the advantages and disadvantages of online learning. The concept community of inquiry is unpacked, with emphasis on the three presences namely the cognitive, social and teaching presences. By drawing on the interactive features of the Moodle LMS, we discuss how the three presences could be promoted. Conclusions and recommendations are drawn from the discussion. Keywords: online learning,, interactivity, collaborative learning, digital learning platform, higher education DOI: 10.7176/JEP/11-30-18 Publication date: October 31 st 2020
Highlights
The utilisation of digital learning management systems for online learning has brought with it calls for increased interactivity
It is clear from the foregoing discussion that online learning platforms should be utilised to enhance collaborative learning experiences for the learners
Course instructors would be required to understand the features of a learning management system and plan for the creation of communities of inquiry
Summary
The utilisation of digital learning management systems for online learning has brought with it calls for increased interactivity. Cavus and Alhih (2014, p.520) note that the LMS “manages, tracks and reports on the interaction between the learner and the content and the learner and the instructor.” It is clear from the foregoing view that the course instructor is able to manage the process of teaching and learning and be in charge of the processes. The interactions provided by e-learning through discussion boards and chat rooms can be explored for effective student collaboration and building of communities of learning.Chen, deNoyelles, Patton, and Zydney (2017, p.165) explain that asynchronous discussions in online learning “provide a space for instructors and students to form a community, to engage in dialogue about the course content, and to co-construct knowledge”. Students have sufficient time to think before responding, form new knowledge and ideas through writing, and due to the nature of discussion forums students can always return to their original contributions, promoting reflection and self-assessment
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