Why Teachers should Consider User Experience within Learning Management Systems: A Community of Inquiry Approach During COVID-19 Containment Measures
DOI:
https://doi.org/10.7346/-fei-XXI-01-23_27Palabras clave:
Community of Inquiry, Affordance in Education, Instructional design, User Experience in Education, Learning Management Systems, Bibliographic Network AnalysisResumen
Community of Inquiry (CoI) has been used noticeably to research and practice online and blended education, and in such contexts the Learning Management System (LMS) can profoundly affect learners’ performances. Nevertheless, the choice of the most appropriate digital environment often leaves aside the user experience. A review of the available literature shows that usability has not been frequently investigated within the CoI, hence a bibliometric network analysis has been conducted to detect this feature in the research niche. By introducing the concept of affordance, it is possible to recognize the pre-existing status to Social and Cognitive Presence as qualities nested in the digital environment but capable to manifest only when learners act. Following an academic survey carried out during the COVID-19 lockdown in Italy, Teaching Presence was examined within a Moodle-based university environment. Findings suggest that instructors should acknowledge educational and social affordances to incorporate them into instructional design.
Citas
Al-Aufi, A., & Fulton, C. (2015). Impact of social networking tools on scholarly communication: A cross-institutional study. Electronic Library, 33(2), 224–241. https://doi.org/10.1108/EL-05-2013-0093
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim Alzahrani, A., & Sarsam, S. M. (2020). Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers: A Developing Country Perspective. Studies in Educational Evaluation, 66. https://doi.org/10.1016/j.stueduc.2020.100876
Althobaiti, M. M., & Mayhew, P. (2016). Assessing the usability of learning management system: User experience study. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, 160, 9–18. https://doi.org/10.1007/978-3-319-28883-3_2
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2), 1–17. https://doi.org/10.24059/OLJ.V5I2.1875
Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research in Open and Distance Learning, 12(5), 38–54. https://doi.org/10.19173/IRRODL.V12I5.924
Blayone, T. J. B., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0051-4
Brown, M. E., & Hocutt, D. L. (2015). Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education. Journal of Usability Studies, 10(4), 160–181. https://dl.acm.org/doi/abs/10.5555/2817322.2817327
Chuah, K. M., & Kabilan, M. K. (2021). Teachers’ Views on the Use of Chatbots to Support English Language Teaching in a Mobile Environment. International Journal of Emerging Technologies in Learning, 16(20), 223–237. https://doi.org/10.3991/ijet.v16i20.24917
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. International Review of Research in Open and Distance Learning, 13(4), 269–292. https://doi.org/10.19173/irrodl.v13i4.1234
Coleman, E., & O’Connor, E. (2019). The role of WhatsApp® in medical education; A scoping review and instructional design model. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1706-8
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
Garrison, D. R. (2009). Communities of Inquiry in Online Learning. In Encyclopedia of Distance Learning, Second Edition (pp. 352–355). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch052
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. International Journal of Phytoremediation, 21(1), 7–23. https://doi.org/10.1080/08923640109527071
Garrison, D. R., Anderson, T., & Archer, W. (2002). Critical Inquiry in a Text-Based Environment. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1–2), 5–9. https://doi.org/10.1016/J.IHEDUC.2009.10.003
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/J.IHEDUC.2007.04.001
Garrison, D. R, & Cleveland-Innes, M. (2004). Critical factors in student satisfaction and success : Facilitating student role adjustment in online communities of inquiry. In J. R. Bourne, & J. C. Moore (Eds.), Elements of quality online education: into the mainstream (pp. 29–38).
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. International Journal of Phytoremediation, 21(1), 133–148. https://doi.org/10.1207/S15389286AJDE1903_2
Giesbers, B., Rienties, B., Tempelaar, D. T., & Gijselaers, W. (2014). Why increased social presence through web videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1), 31–45. https://doi.org/10.2304/elea.2014.11.1.31
Giesbers, Bas, Rienties, B., Tempelaar, D. T., & Gijselaers, W. (2014). Why increased social presence through web videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1), 31–45. https://doi.org/10.2304/ELEA.2014.11.1.31
Greenhow, C., & Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954
Hao, Y., Lee, K. S., Chen, S.-T., & Sim, S. C. (2019). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior, 95, 208–216. https://doi.org/10.1016/j.chb.2018.10.013
Jahnke, I., & Liebscher, J. (2020). Three types of integrated course designs for using mobile technologies to support creativity in higher education. Computers and Education, 146. https://doi.org/10.1016/j.compedu.2019.103782
Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21–39. https://doi.org/10.1007/BF02940928
Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model. International Journal of Human-Computer Interaction, 34(10), 932–942. https://doi.org/10.1080/10447318.2018.1471574
Kupczynski, L., Kupczynski, L., Gibson, A. M., Ice, P., Richardson, J., & Challoo, L. (2011). The Impact of Frequency on Achievement in Online Courses: A Study from a South Texas University. Journal of Interactive Online Learning, 10(3), 141–149. Retrieved December 30, 2022, from https://www.ncolr.org/jiol/issues/pdf/10.3.3.pdf
Lacka, E., & Wong, T. C. (2019). Examining the impact of digital technologies on students’ higher education outcomes: the case of the virtual learning environment and social media. Studies in Higher Education, 1–14. https://doi.org/10.1080/03075079.2019.1698533
Lin, V., Kang, Y. C., Liu, G. Z., & Lin, W. (2016). Participants’ Experiences and Interactions on Facebook Group in an EFL Course in Taiwan. Asia-Pacific Education Researcher, 25(1), 99–109. https://doi.org/10.1007/s40299-015-0239-0
Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work.” Learning, Media and Technology, 34(2), 141–155. https://doi.org/10.1080/17439880902923606
Majeski, R. A., Stover, M., & Valais, T. (2018). The Community of Inquiry and Emotional Presence. Adult Learning, 29(2), 53–61. https://doi.org/10.1177/1045159518758696
Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote education: Continuity and change from a student perspective. Br J Educ Technol, 52, 1394–1413. https://doi.org/10.1111/bjet.13098
Moghavvemi, S., Paramanathan, T., Rahin, N., & Sharabati, M. (2017). Student ’ s perceptions towards using e-learning via Facebook Sedigheh Moghavvemi , Tanuosha Paramanathan , Nurliana Md Rahin &. Behaviour & Information Technology, 0(0), 1–20. https://doi.org/10.1080/0144929X.2017.1347201
Mpungose, C. B. (2020). Are social media sites a platform for formal or informal learning? Students’ experiences in institutions of higher education. International Journal of Higher Education, 9(5), 300–311. https://doi.org/10.5430/ijhe.v9n5p300
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76, 703–714. https://doi.org/10.1016/J.CHB.2017.03.028
Nizzolino, S. (2020). Teacher Networking, Professional Development, and Motivation Within EU Platforms and the Erasmus Plus Program. Collaborative Convergence and Virtual Teamwork for Organizational Transformation, 195–218. https://doi.org/10.4018/978-1-7998-4891-2.CH010
Nizzolino, S., & Canals, A. (2021). Social network sites as community building tools in educational networking. International Journal of E-Collaboration, 17(4), 132–137. https://doi.org/10.4018/IJeC.2021100110
Oliver, R., & Herrington, J. (2011). Using Situated Learning as a Design Strategy for Web-Based Learning. Instructional and Cognitive Impacts of Web-Based Education, 178–191. https://doi.org/10.4018/978-1-878289-59-9.CH011
Pellas, N., & Boumpa, A. (2017). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies, 22(3), 939–964. https://doi.org/10.1007/s10639-016-9465-1
Pellas, N., Kazanidis, I., Konstantinou, N., & Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235–2279. https://doi.org/10.1007/s10639-016-9537-2
Qian, K., & Tang, J. (2018). Researching mobile-assisted English language learning among adult distance learners in China: Emerging practices and learner perception of teacher role. International Journal of Computer-Assisted Language Learning and Teaching, 8(3), 1–28. https://doi.org/10.4018/IJCALLT.2018070101
Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers and Education, 143. https://doi.org/10.1016/J.COMPEDU.2019.103682
Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the affordances of social media for meaningful engagement. Electronic Journal of E-Learning, 10(1), 132–146. https://files.eric.ed.gov/fulltext/EJ969451.pdf
Rubin, B., Fernandes, R., & Avgerinou, M. D. (2013). The effects of technology on the community of inquiry and satisfaction with online courses. Internet and Higher Education, 17(1), 48–57. https://doi.org/10.1016/j.iheduc.2012.09.006
Rubin, Beth, Fernandes, R., & Avgerinou, M. D. (2013). The effects of technology on the Community of Inquiry and satisfaction with online courses. The Internet and Higher Education, 17(1), 48–57. https://doi.org/10.1016/J.IHEDUC.2012.09.006
Rummler, K., Grabensteiner, C., & Schneider-Stingelin, C. (2020). Mobile learning for homework: Emerging cultural practices in the new media ecology. Comunicar, 28(65), 101–110. https://doi.org/10.3916/C65-2020-09
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. Internet and Higher Education, 39, 22–32. https://doi.org/10.1016/j.iheduc.2018.06.001
Sun, Z., Lin, C.-H., Wu, M., Zhou, J., & Luo, L. (2018). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261. https://doi.org/10.1111/BJET.12571
Ud Duha, M. S., Richardson, J. C., Ahmed, Z., & Yeasmin, F. (2022). The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class. Online Learning Journal, 26(4), 94–117. https://doi.org/10.24059/olj.v26i4.3490
van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523–538. https://doi.org/10.1007/s11192-009-0146-3
Wang, Y., Fang, W.-C., Han, J., & Chen, N.-S. (2016). Exploring the affordances of we chat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37. https://doi.org/10.14742/ajet.2640
Young, M. F., DePalma, A., & Garrett, S. (2002). Situations, interaction, process and affordances: An ecological psychology perspective. Instructional Science, 30, 47–63. https://doi.org/10.1023/A:1013537432164
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Salvatore Nizzolino, Agustí Canals
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Formazione & insegnamento se distribuye bajo la licencia Atribución 4.0 Internacional (CC BY 4.0).
Para más detalles, por favor refiérase a nuestra Política de Repositorio y Archivo, así como a nuestros Términos de Derechos de Autor y Licencia.
