"Enhancing the quality of online teaching and learning of a research module through the community of inquiry framework"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Enhancing the quality of online teaching and learning of a research module through the community of inquiry framework |
| 2. | Creator | Author's name, affiliation, country | Free-Queen Bongiwe Zulu; School of Education, College of Humanities, University of KwaZulu-Natal, Pietermaritzburg, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | community of inquiry; online teaching; quality; research module; students |
| 4. | Description | Abstract | The COVID-19 pandemic imposed a quick change to online teaching and learning, emphasising the importance of the community of inquiry (CoI) framework in reimagining the quality of higher education in an online setting. In the study reported on here I focused on how lecturers adopted the CoI to enhance the quality of online learning and teaching of a research module. Additionally, it examines the extent to which students experienced the 3 key presences within the CoI framework, namely the teaching, social and cognitive presence during online teaching and learning of the research module. I employed a design-based research (DBR) approach, focusing on teachers studying B.Ed. Hons. part time. Data were generated through a CoI survey and students’ reflections. The findings reveal that the lecturer’s use of diverse instructional strategies resulted in students experiencing a higher level of teaching presence, a varied range of social presence, and a high level of cognitive presence. These high levels of cognitive and teaching presences could suggest the enhancement of online learning and teaching within the research module. https://doi.org/10.15700/saje.v44n4a2558 ORCiD iD of author: Free-Queen Bongiwe Zulu - https://orcid.org/0000-0002-5167-5302 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | This study was supported through the Teaching innovations and quality enhancement grant (TIQEG) of the University of KwaZulu-Natal (UKZN), funded by the Department of Higher Education and Training |
| 7. | Date | (YYYY-MM-DD) | 2024-12-23 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://sajournalofeducation.co.za/index.php/saje/article/view/2558 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 44, No 4 (2024) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |