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Using the Community of Inquiry Framework to Introduce Wiki Environments in Blended-Learning Pedagogies: Evidence From a Business Capstone Course

机译：使用查询社区框架在混合学习教学法中引入Wiki环境：来自商业成功课程的证据

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摘要

In an increasingly digital society, educators are encouraged to use on-line technologies. However, much is left to be learned about how on-line tools influence student learning. In this manuscript, we use the community of inquiry (Col) framework to examine the contribution of one on-line tool, a wiki, to a blended-learning course. Structural modeling techniques are used to analyze data collected from students in an undergraduate business capstone course. The results suggest that teaching presence, social presence, and cognitive presence (components of the community of inquiry framework) exist in a wiki environment in a manner similar to other on-line environments. Additionally, teaching presence and social presence are shown to influence cognitive presence (e.g., learning), which reaffirms that the role of the instructor continues to be paramount to student learning in technology-enhanced environments. Given that the Col framework is a novel conceptualization recently introduced to the management education literature, we offer theoretical recommendations for researchers and practical recommendations for instructors interested in incorporating wiki technology in a blended-learning pedagogy. We believe our findings provide fresh insights on, and new possibilities for, instructional development in business education.
机译：在日益数字化的社会中，鼓励教育工作者使用在线技术。但是，关于在线工具如何影响学生学习的知识还有很多。在此手稿中，我们使用探究社区（Col）框架来研究一种在线工具Wiki对混合学习课程的贡献。使用结构建模技术来分析从商务本科课程中学生收集的数据。结果表明，教学环境，社交环境和认知环境（查询框架社区的组成部分）以类似于其他在线环境的方式存在于Wiki环境中。另外，显示出教学存在和社交存在会影响认知存在（例如学习），这重申了讲师的角色在技术增强的环境中继续对学生学习至关重要。鉴于Col框架是最近引入管理教育文献的新颖概念，我们为研究人员提供了理论建议，为有兴趣将Wiki技术纳入混合学习教学法的讲师提供了实用建议。我们相信我们的发现为商业教育中的教学发展提供了新的见识和新的可能性。

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