Noel Carroll, School of Business & Economics, University of Galway, Ireland
Universities worldwide shifted from traditional classrooms to online learning platforms due to the COVID-19 pandemic. This transition highlighted challenges such as the effectiveness of online teaching, the suitability of digital tools, and the quality of students’ learning experiences. Our recent article titled “An extended community of inquiry framework supporting students in online and digital education” (Carroll et al., 2024) addresses concerns about online education in a postgraduate setting. The article proposes a new framework to meet the evolving needs of students in digital learning environments.
In this research, we used the Community of Inquiry (CoI) framework to explore how social presence, teaching presence, and cognitive presence facilitate the educational experiences of 100 postgraduate students in an online learning environment. Our findings confirm the significance of these elements and introduce new additions to the framework, including self-presence, efficacy, and digital embodiment as part of our Digital Community of Inquiry Framework.
Within the Digital Community of Inquiry Framework self-presence is the experience of one’s virtual self as if it were the actual self. Self-presence within a digital education context refers to the sense of one’s own presence, identity, and engagement within the online learning environment. When integrated effectively, such as through interactive discussions, personalised feedback and multimedia content, self-presence can energise learners by fostering a sense of community and ownership of their learning journey. However, when implemented poorly, self-presence can be fatiguing and learning can become tedious, leading to disengagement and decreased motivation. For example, a lively virtual classroom with active participation and real-time feedback can energise learners, whereas a static, text-heavy online module can sap their enthusiasm. Our research has shown the crucial role of self-presence in online education, especially during intense periods such as the COVID-19 crisis. Students have expressed the need for a balance between community engagement and personal space to establish a sense of self-presence. This concept introduces a new aspect to the CoI framework, emphasising the significance of comprehending and controlling the dynamics of self-presence in digital learning environments.
Our study found that efficacy is also a crucial factor in students’ engagement and success in online education. Highly motivated students are willing to take on challenging tasks because they are confident in achieving their desired outcomes. However, efficacy factors also emphasise the importance of students assessing their ability to meet specific commitments and attributing success or failure to controllable factors within the online learning environment.
Our research also identifies digital embodiment, and the difficulty students encounter in discerning their identity from their online persona and digital tools. Particularly prevalent among individuals immersed in digital culture from a young age, this challenge results in a merging of their sense of self with virtual elements. The convergence of physical and digital realms within education underscores the importance of grasping the concept of digital embodiment within the Digital Community of Inquiry Framework.
In conclusion, our research emphasises the need to reassess conventional frameworks in response to the changing landscape of online education (Carroll, 2013). We aim to improve online learning experiences for students by introducing the Digital Community of Inquiry Framework. This framework provides a valuable roadmap for leveraging digital technologies to enrich blended learning experiences, shape the future of higher education, and improve online learning experiences for students. While the Digital Community of Inquiry Framework presents a novel contribution to understanding online education, it also raises intriguing questions and invites additional debate. Some questions that still exist include:
- How do the components of the Digital Community of Inquiry Framework interact and influence each other in practice?
- What specific strategies can educators employ to foster self-presence, efficacy, and digital embodiment within online learning environments?
- How do learners perceive and respond to the incorporation of these additional elements into the educational framework?
We must critically reflect on the implications of the Digital Community of Inquiry Framework for teaching and learning practices, as well as the broader societal and ethical implications. Ultimately, our research prompts educators, researchers, and policymakers to explore this further and collaborate to shape the future of digital education responsibly and inclusively.
Noel Carroll is an Associate Professor in Business Information Systems in the School of Business & Economics, University of Galway and is a Funded Investigator at the Lero, the Science Foundation Ireland Research Centre for Software. He founded the Citizen Development Lab at the University of Galway which focuses on low-code/no-code for digitisation, innovation, and digital transformation within organisations and educational institutions. Noel enjoys industry engagement, and his interests include seeking ways to support organisations in developing transformation strategies in software development, digital innovation, and health informatics for multinationals, SMEs, and start-ups. He has published in leading international journals and conferences.
LinkedIn: https://www.linkedin.com/in/noelcarrolluog/
X / Twitter: https://twitter.com/NoelCarroll5
Email: noel.carroll@universityofgalway.ie
Carroll, N. (2013). E-learning–the McDonaldization of education. European Journal of Higher Education, 3(4), 342-356.
Carroll, N., Lang, M., & Connolly, C., (2024). An extended community of inquiry framework supporting students in online and digital education. Innovations in Education and Teaching International, https://dx.doi.org/10.1080/14703297.2024.2326658