Instructor Presence: Improving Communication, Civility, and Student Success in Online Nursing Education

COMMUNITY OF INQUIRY FRAMEWORK AND LEARNING OUTCOMES Jennifer Ann Maddrell Old Dominion University, 2011 Director: Dr. Gary R. Morrison First described by Garrison, Anderson, and Archer (2000), the Community of Inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computermediated higher education distance learning environments. While hundreds of CoI-based articles have been published since 2000, those critical of the framework and related research suggested a lack of empirical evidence to support the framework’s central claim that a CoI leads to deep and meaningful learning outcomes (Rourke & Kanuka, 2009). The current study, conducted with 51 graduate students in five distance education courses at the same university, compared the students’ responses to a CoI perception survey with three measures of learning achievement as assessed by the course instructors. While significant positive relationships were indicated among social, teaching, and cognitive presences, as well as between each of these presences and perceived learning in the course, no relationship was suggested between the CoI composite score and any of the three instructor-assessed learning achievement measures. Only the cognitive presence subscale was found to be significantly positively correlated (r 2 = .08) with one instructor-assessed achievement measure, the significant project score, but no presences were correlated with the other two instructor-assessed measures of learning achievement. However, when controlled for other course features, social, teaching, and cognitive presences were not predictors of any of the three instructor-assessed measures of learning, but were instead significantly correlated with course satisfaction. With no relationship suggested between the CoI framework and objective measures of learning, the value of the CoI framework as an educational process model remains challenged. In addition, results of this study suggested that CoI survey-based measures and student self-reports of learning are more appropriately used as approximations of student attitude toward the course rather than as measures of student learning achievement.

Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These IP engagement strategies have been suggested to improve outcomes if effectively applied in the virtual classroom. Attrition rates, retention, engagement, and student and instructor success rates are critical aspects of an effective virtual classroom and identifying practices that support these efforts is essential. This study suggests that CoI engagement strategies, when applied by instructors to the online classroom effectively, can improve factors associated with retention and success. To prepare instructors, we designed and utilized a series of seven self-paced interactive modules. With the training, the educators were able to engage with students more effectively by integrating best practices associated with IP. Course dropout rates and student success rates both significantly improved (p = .05; p < .001 respectively) after these engagement strategies were more efficaciously integrated into the classroom by the trained instructors.

Background and Aims: Educational leadership is critical for shaping the direction and effectiveness of schools, ensuring that educational practices are consistent with goals and standards. It improves teaching and learning, promotes a positive school culture, and helps students succeed by guiding and motivating all stakeholders. This paper aims to explore the Components and Indicators of Educational Leadership. Methodology: The methodology entails a systematic review of existing literature to identify and categorize key components and indicators of effective educational leadership. This method provides a thorough understanding of how these factors interact to influence leadership effectiveness and educational outcomes. Result: the finding found that (1) The components of educational leadership—vision and mission development, instructional leadership, organizational management, professional development, community engagement, assessment and evaluation, and ethical leadership—all contribute to effective school management and student success. Each component is critical in providing guidance, improving teaching practices, managing resources, fostering growth, gaining community support, driving improvements, and maintaining ethical standards. Together, they foster a supportive and dynamic learning environment. (2) The indicators of effective educational leadership—goal achievement, teacher and staff satisfaction, student engagement and success, community involvement, effective communication, innovation and improvement, resource management, and professional growth—form a comprehensive framework for evaluating leadership impact. These indicators show how well leaders meet educational goals, create a positive and productive environment, and drive continuous improvement. By evaluating these areas, educational leaders can assess their effectiveness, make informed decisions, and ensure that their strategies are consistent with the overarching mission of improving educational outcomes and fostering a thriving school community. Conclusion: The findings show that educational leadership components and indicators are critical for promoting effective school management and student success. While the components guide the creation of a supportive and dynamic learning environment, the indicators serve as a framework for assessing leadership effectiveness and driving continuous improvement.

Active participation and student engagement in virtual classrooms are fundamental for the student's learning experiences. Online teaching and learning in virtual classrooms may pose the challenge of leaving students behind without the instructor recognizing that students have not grasped the content delivered. Online platforms applied in some higher learning institutions provide one-way communication, whereby a lecturer delivers a presentation and students are allowed to ask questions at the end or during the session. Delivering a lecture where students opt to keep their videos off makes it difficult for the instructor to gauge students' participation and engagement in the virtual classrooms. The transition to online teaching and learning due to the COVID-19 pandemic provides an opportunity for teachers to develop ways to make virtual classrooms more engaging. This study seeks to answer if students that are not visual or audible can actively participate in online activities and be efficient in attending virtual classrooms. In seeking innovative ways to create an engaging environment for students in the virtual classroom, the author presents an online strategy that was designed and implemented. The methods entailed designing a structure and organized online strategy to assist students to navigate the online teaching and learning platforms using discussion forums, and online quizzes without draining their limited data. The results show that students can be present in the virtual classrooms and actively engage without being visually present and audible. Student participation and engagement were directly proportional to graded online activities. Although many online platforms encourage students to be online with their videos to ensure their participation, students can still engage actively even if the instructors do not see them or hear their voices.

Synchronous online learning platforms have been used actively during the COVID-19 period. They have opened possibilities for online learning and interaction, but have also posed new challenges for instructors. This article provides insights into one teacher’s interactions and examines how the instructor presence is expressed in the teachers’ activities in virtual classrooms in higher education. Instructor presence is investigated using the social and teaching presence indicators of the community of inquiry (CoI) framework. Twelve hours of interactions across six online classes were recorded, transcribed, and analysed using content analysis. The findings suggest that indicators of teaching presence dominate interactions in a virtual classroom, but it often involves co-occurrences of indicators of social presence. The typical features of instructor presence included addressing students by name, encouraging them, expressing gratitude for and acknowledging their contributions, describing actions on the dashboard, clarifying and summarising content, and responding to technical concerns. These findings may suggest holistic and pedagogical ways to understand and develop synchronous online interactions and teaching and learning practices. They also have implications for the skills instructors need in virtual classrooms.

This descriptive case study explored the presence of a community of inquiry among 4492 secondary learners enrolled in four asynchronous online discussion forums over a full year. The forums (Ethics and Philosophy, Reading, Astronomy and Space, and General Debates, among others not studied) were external to the students’ schools across England. The data had been archived by the sponsoring organisation. We coded 3,113 transcribed messages posted or read by students using Garrison’s Community-of-Inquiry model and coding tools--addressing social, cognitive, and teaching presence within the interactions, plus 307 online questionnaire responses from a cross-section of participants about reasons for posting or not and overall participation plus representative quotes were also presented. Of the 4,492 enrollees, 1,523 (34%) posted messages, 1,748 (39%) only read or viewed posts, and 1,222 (27%) never logged in. This posting rate was almost quadruple the rate previously reported for online communities. Participation was also wider. The largest numbers of messages reflected community-of-inquiry social presence, especially following-up others’ messages. Cognitive presence particularly reflected sharpening thinking skills and knowledge. Teaching presence included asking stimulating questions and providing encouragement. Students who only viewed others’ messages logged in frequently, reported stimulation and strong benefits in learning skills, and only occasionally reported shyness or intimidation. Active student participation and engagement include more than posting messages; they also include reading or viewing others’ posts. Community of inquiry was highly evident in the asynchronous, secondary, online setting. An asynchronous platform, with effective teaching presence, can support important qualities of a community of inquiry.

BackgroundEvidence-based interventions (EBIs) have the potential to maximize positive impact on communities. However, despite the quantity and quality of EBIs for prevention, the need for formalized training and associated training-related expenses, such as travel costs, program materials, and input of personnel hours, pose implementation challenges for many community-based organizations. In this study, the community of inquiry (CoI) framework was used to develop the virtual learning environment to support the adaptation of the ¡Cuídate! (Take Care of Yourself!) Training of Facilitators curriculum (an EBI) to train facilitators from community-based organizations.ObjectiveThe purpose of this study was to examine the feasibility of adapting a traditional face-to-face facilitator training program for ¡Cuídate!, a sexual risk reduction EBI for Latino youth, for use in a multi-user virtual environment (MUVE). Additionally, two aims of the study were explored: the acceptability of the facilitator training and the level of the facilitators’ knowledge and self-efficacy to implement the training.MethodsA total of 35 facilitators were trained in the virtual environment. We evaluated the facilitators' experience in the virtual training environment and determined if the learning environment was acceptable and supported the acquisition of learning outcomes. To this end, the facilitators were surveyed using a modified community of inquiry survey, with questions specific to the Second Life environment and an open-ended questionnaire. In addition, a comparison to face-to-face training was conducted using survey methods.ResultsResults of the community of inquiry survey demonstrated a subscale mean of 23.11 (SD 4.12) out of a possible 30 on social presence, a subscale mean of 8.74 (SD 1.01) out of a possible 10 on teaching presence, and a subscale mean of 16.69 (SD 1.97) out of a possible 20 on cognitive presence. The comparison to face-to-face training showed no significant differences in participants' ability to respond to challenging or sensitive questions (P=.50) or their ability to help participants recognize how Latino culture supports safer sex (P=.32). There was a significant difference in their knowledge of core elements and modules (P<.001). A total of 74% (26/35) of the Second Life participants did agree/strongly agree that they had the skills to deliver the ¡Cuídate! program.ConclusionsThe results showed that participants found the Second Life environment to be acceptable to the learners and supported an experience in which learners were able to acquire the knowledge and skills needed to deliver the curriculum.

The Community of Inquiry (COI) has become increasingly popular as a practical framework that promotes critical thinking and improves learning skills in online environments. In order to encourage the COI, this study proposes to investigate learning VALUEs based on teaching presence (TP), social presence (SP), and cognitive presence (CP), applying a VALUE creation framework as an assessment tool. A quantitative research approach was used to analyse 16 research works. Firstly, this investigation reviewed the activities of COIs as the vital link between COI and VALUE creation. Secondly, these activities were evaluated using Wenger et al.'s framework. The related results show that COI activities generate immediate, potential, and applied VALUEs, however, it does not positively promote reframing. The activities of TP positively promote immediate VALUE, especially its categories of promoting discourse and direct instruction. Most activities of SP promote both immediate and potential VALUEs, whose indicator of open communication positively creates immediate VALUE whereas the activities of CP promote multiple VALUEs. These findings address the research gap regarding how COI contributes VALUE by improving learning experiences in virtual environments and what determines the generation of the VALUEs. The benefits of this study will guide practitioners (teachers, online course developers, and instructional designers) who aim to design and match related activities of COI to maximise the VALUE creation.

Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

The rapid expansion of technology within educational contexts has created a situation where teachers are increasingly asked to find ways to use technology to allow learners to interact authentically with the content and other users. This often encompasses some form of online instruction; yet not all teachers feel prepared to engage in online teaching. To address this context, this chapter identifies various elements of design that have proven effective within online instruction. To expand upon these elements, the Community of Inquiry (CoI) framework is introduced. The chapter further describes how the CoI's social, cognitive, and teaching presences can be used to create an environment conducive to learners' active engagement with content and each other. The chapter concludes with descriptions of specific activities integrating the presences that can be used to facilitate learning in online environments as well as implications for future research in this area.

Background and Aim: Modern educational institution management strategies are critical for adapting to students' and educators' rapidly changing needs, ensuring school effectiveness and sustainability. These strategies allow institutions to create responsive and flexible learning environments, which improves educational outcomes and operational efficiency. This paper aims to analyze Modern Educational Institution Management Strategies. Materials and Methods: To identify and evaluate effective management practices, a comprehensive review of existing literature and case studies was performed. The review combined findings from various sources to provide a comprehensive view of strategies for improving educational institution effectiveness and sustainability. Results: The study discovered that implementing modern educational institution management strategies is critical for providing a flexible, efficient, and responsive environment for today's students and educators. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology integration, collaborative leadership, and inclusive practices. Continuous stakeholder engagement, professional development, and a focus on student wellness are essential for fostering a dynamic and supportive learning environment. Conclusion: The study discovered that implementing modern management strategies is critical for fostering a flexible and responsive learning environment. Institutions can improve their effectiveness and sustainability by focusing on data-driven decision-making, technology, collaborative leadership, and inclusivity, as well as creating a supportive and dynamic learning environment through ongoing stakeholder engagement, professional development, and student wellness.

In responding to the rising emphasis placed on the issue of interdisciplinary collaborative learning in professional education, this study aims to explore the relationships among three presences- cognitive presence, social presence and teaching presence in Community of Inquiry (CoI) framework in the interdisciplinary project-based learning (IPBL) through the collaborative technology-google applications. The survey data was collected from 138 students with mixed subject specialism participated in a cultural creativity project. The result of the study showed that the students' cognitive presence was positively influenced by the teaching and social presence, which supported the theoretical CoI framework. Future research is needed to verify the dynamic relationship among three presences across various disciplines within different learning contexts.

Microblogging has become an increasingly popular phenomenon in educational context. There is currently little research regarding the educational advantages of microblogging dedicated to teaching and learning. Although educational microblogging provides great learning applications that can support formal learning environment, the advantages of these websites are oftentimes ignored. In order to investigate the largely unexplored benefits of educational microblogging, this research offers an opportunity to investigate the effect of microblogging using Community of Inquiry (CoI) model in a blended learning. The researchers used pre-questionnaire and post-questionnaire for evaluating the level of students' teaching, social and cognitive presence before and after using microblogging based on the CoI model. The questionnaires were distributed in two classes of 107 students in Universiti Teknologi Malaysia. Through statistical analysis by using t-test analysis, the usage of microblogging is proven to enhance students' cognitive, social and teaching presence. Through this study, a basis for assessing the effects of microblogging in higher education is successfully established.

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.

Innovative teaching strategies are crucial for enhancing student engagement and comprehension in mathematics and economics education. This paper explores the integration of technology, artificial intelligence (AI), and effective mentoring to transform traditional teaching methods and promote active learning. The use of technology in education, such as interactive software, online platforms, and virtual classrooms, provides dynamic and flexible learning environments. These tools allow for personalized learning experiences, enabling students to progress at their own pace and receive immediate feedback. For instance, interactive simulations and games can make complex mathematical and economic concepts more accessible and engaging, fostering a deeper understanding of the material. AI-driven tools further enhance this technological integration by offering adaptive learning systems that cater to individual student needs. These systems analyze student performance data to identify strengths and weaknesses, subsequently providing tailored content and exercises. AI can also assist in automating administrative tasks, allowing educators to focus more on teaching and mentoring. The use of chatbots and virtual tutors provides additional support, offering instant answers to student queries and facilitating continuous learning outside the classroom. Effective mentoring complements these technological advancements by providing personalized guidance and support. Mentors can help students navigate challenging topics, develop critical thinking skills, and build confidence. Peer mentoring programs, where students help each other, can also enhance learning by creating a collaborative and supportive educational environment. The combination of technology, AI, and mentoring leads to a more interactive, personalized, and effective learning experience. This integrated approach addresses diverse learning styles and needs, making mathematics and economics education more inclusive and engaging. In conclusion, embracing innovative teaching strategies in mathematics and economics education through the integration of technology, AI, and effective mentoring is essential for fostering student engagement and success. By leveraging these tools and approaches, educators can create a dynamic and supportive learning environment that promotes active participation, deeper understanding, and improved academic outcomes. This holistic approach not only enhances learning but also prepares students with the skills and knowledge needed for future academic and professional success.