Facilitation Strategies in Online Group Work from the Perspective of Community of Inquiry

Authors

  • Monica Ella Harendita Universitas Sanata Dharma
  • Ignatius Indra Kristianto

DOI:

https://doi.org/10.21009/jtp.v24i2.26073

Keywords:

group work, online learning, the community of inquiry, teaching presence

Abstract

The COVID-19 pandemic has resulted in disruptions in a number of aspects of our lives, including in language education. Teaching and learning are now done remotely using various online learning platforms and educational technologies. While one of the foci in 21st-century skills is collaboration, how to design and manage group work in online courses remains a challenge for language educators. The Community of Inquiry (CoI) framework, which consists of teaching presence, cognitive presence, and social presence, has been widely employed in designing an effective online course. Thus, through online questionnaires and interviews, this descriptive qualitative research explored the experiences of seven university lecturers from two private universities in Jogjakarta to know how teaching presence was realized in coping with online group work. The results show how the participants have implemented a variety of facilitation strategies to maintain student engagement through different modes of communication, learning models, progress monitoring, and peer feedback. This research is also expected to shed a light on the challenges and strategies taken by lecturers to ensure that collaboration occurs in their classes.

References

Amemado D., Manca S. (2017). Learning from decades of online distance education: MOOCs and the Community of Inquiry framework, Journal of e-Learning and Knowledge Society, 13(2), pp. 21-32. ISSN: 1826-6223, e-ISSN:1971-8829

Barbosa, G., Camelo, R., Pinheiro, C.A., Miranda, P., Mello, R.F., Kovanović, V., & Gašević, D. (2020). Towards automatic cross-language classification of cognitive presence in Online Discussions. Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK ’20). ACM, New York, NY, USA, 10 pages. https://doi.org/10.1145/3375462.3375496

Berry, Sharla (2017). Building community in online doctoral classrooms: instructor practices that support community. Online Learning, 21 (2) DOI: 10.24059/olj.v21i2.875

Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), pp. 1-16. https://doi.org/10.12973/iji.2018.1131a

Dempsey, P.R., & Zhang, J. (2019). Re-examining the construct validity and causal relationships of teaching, cognitive, and social presence in community of inquiry framework. Online Learning, 23(1), pp. 62-79. DOI:10.24059/olj.v23i1.1419

Evans, S., Knight, T., Walker, A., & Sutherland-Smith, W. (2019): Facilitators’ teaching and social presence in online asynchronous interprofessional education discussion. Journal of Interprofessional Care, DOI: 10.1080/13561820.2019.1622517

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2-3), pp. 87-105.

Garrison, D. R., & Arbough, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education 10(2007), pp. 157–172. DOI: 10.1016/j.iheduc.2007.04.001

Gou, P., Saab, N., Wu, Lin., & Admiraal, W. (2021). The Community of Inquiry perspective on students' socialpresence, cognitive presence, and academic performance in online project-based learning. Journal of Computer Assisted Learning, pp. 1479-1493. DOI: 10.1111/jcal.12586

Karlgren, K., Lakkala, M., Toom, A., Ilomäki, L., Lahti-Nuuttila, P., & Muukkonen, H. (2020). Assessing the learning of knowledge work competence in higher education – cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire. Research Papers in Education, 35(1), pp. 8-22, DOI: 10.1080/02671522.2019.1677752

Kumi-Yeboah, A. (2018). Designing a cross-cultural collaborative online learning framework for online instructors. Online Learning, 22(4), pp. 181-201. DOI:10.24059/olj.v22i4.1520

LaBeouf, J.P., Griffith, J.C., & Roberts, D.L., (2016). Faculty and student issues with group work: What is problematic with college group assignments and why? Journal of Education and Human Development, 5(1). https://doi.org/10.15640/jehd.v5n1a2

Lowenthal, P. R., & Dunlap, J. C. (2020). Social presence and online discussions: A mixed-method investigation. Distance Education, 41(4). https://doi.org/10.1080/01587919.2020.1821603

Marshall, H.W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. Teaching English as a Second or Foreign Language, 24(2).

Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation matters: Instructor perception of helpfulness of facilitation strategies in online courses. Online Learning, 24(1), pp. 28-49. https://doi.org/10.24059/olj.v24i1.1980

Nasir, M., K., M. (2020). The influence of social presence on students’ satisfaction toward online course. Open Praxis, 12(4), pp. 485–493. https://dx.doi.org/10.5944/openpraxis.12.4.1141

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), pp. 129–132. https://doi.org/10.1177/1362168815572747

Nurtanto, M., Fawaid, M., & Sofyan, H. (2020). Problem based learning (pbl) in industry 4.0: improving learning quality through CharacterBased Literacy Learning and Life Career Skills (LL-LCS). Journal of Physics: Conference Series, pp. 1-10. DOI:10.1088/1742-6596/1573/1/012006

Qadir, J., Taha, A.E.M., Yau, K.L.A., Ponciano, J., Hussain, S., Al-Fuqaha, A., & Imran, M. A. (2020). Leveraging the Force of Formative Assessment & Feedback for Effective Engineering Education. In 2020 ASEE Annual Conference & Exposition, Online Event, 21-24 Jun 2020. DOI:10.18260/1-2--34923

Qiao, Y., Tang, Y., & Hew, K.F. (2018). Student cognitive presence in small group collaboration facilitated by mobile instant messaging. International Journal of Educational Technology and Learning, 2(1), pp. 14-24. DOI: 10.20448/2003.21.14.24

Ruth Wong (2020). When no one can go to school: does online learning meet students’ basic learning needs?, Interactive Learning Environments, DOI: 10.1080/10494820.2020.1789672

Stewart, M.K., Hilliard, L., Stillman-Webb, N., & Cunningham, J.M. (2021). The community of inquiry in writing studies survey: Interpreting social presence in disciplinary contexts. Online Learning, 25(2), pp. 73-94. https://doi.org/10.24059/olj.v25i2.2275

Tican, C., & Deniz, S. (2018). Pre-Service Teachers’ Opinion about the Use of 21st Learner and 21st Century Teacher Skills. European Journal of Education Research, 8(1), pp. 181-197. DOI: 10.12973/eu-jer.8.1.181

Trammel, B.A., & LaForge, C. (2017). Common challenges for instructors in large online courses: strategies to mitigate students and instructor frustration. Journal of Educators Online, 14(1). https://doaj.org/article/44e31518f68d4ca386472cceb686f602

Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013). Making students’ work visible on the social web: A blessing or a curse? Computers & Education, 68, pp. 86-95. http://dx.doi.org/10.1016/j.compedu.2013.04.026

Downloads

Published

2022-08-23

How to Cite

Harendita, M. E., & Kristianto, I. I. (2022). Facilitation Strategies in Online Group Work from the Perspective of Community of Inquiry. JTP - Jurnal Teknologi Pendidikan, 24(2), 184–196. https://doi.org/10.21009/jtp.v24i2.26073

Issue

Vol. 24 No. 2 (2022): Jurnal Teknologi Pendidikan

Section

Full Articles

License

Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

 

  • You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
  • No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.