TY - GEN
T1 - The Community of Inquiry Model Training for Beginners
T2 - 7th World Engineering Education Forum, WEEF 2017
AU - Kasiyah, null
AU - Santoso, Harry Budi
AU - Sadita, Lia
AU - R-Suradijono, Sri Hartati
AU - Suhartanto, Heru
N1 - Publisher Copyright:
© 2017 IEEE.
PY - 2018/9/17
Y1 - 2018/9/17
N2 - Online discussion forums have the potential for nurturing critical thinking skills. Online collaborative learning requires students to have learning skill to participate in discourse and interact with learning materials. An initial study conducted on first-year students of Universitas Indonesia shows that they have the ability to utilize technology for learning; however, they need to develop the ability to interact within e-learning community. In this study, we propose a training design to improve students' preparedness to take active parts in online discussion forums. One hundred and five computer science students were involved in the study. A cognitive apprenticeship approach was applied to run the training. The results show that students exhibit certain learning strategies. In addition, the level of social, cognitive, and teaching presences during the four-phases of discussion follow the same pattern.
AB - Online discussion forums have the potential for nurturing critical thinking skills. Online collaborative learning requires students to have learning skill to participate in discourse and interact with learning materials. An initial study conducted on first-year students of Universitas Indonesia shows that they have the ability to utilize technology for learning; however, they need to develop the ability to interact within e-learning community. In this study, we propose a training design to improve students' preparedness to take active parts in online discussion forums. One hundred and five computer science students were involved in the study. A cognitive apprenticeship approach was applied to run the training. The results show that students exhibit certain learning strategies. In addition, the level of social, cognitive, and teaching presences during the four-phases of discussion follow the same pattern.
KW - CoI model
KW - cognitive apprenticeship
KW - online discussion
UR - http://www.scopus.com/inward/record.url?scp=85055443927&partnerID=8YFLogxK
U2 - 10.1109/WEEF.2017.8467110
DO - 10.1109/WEEF.2017.8467110
M3 - Conference contribution
AN - SCOPUS:85055443927
T3 - Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017
SP - 343
EP - 348
BT - Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 13 November 2017 through 16 November 2017
ER -