Role of instructional technology in the transformation of higher education
It is argued in this article that the convergence of collaborative constructivist ideas and emerging instructional technologies are transforming higher education. The article begins with an overview of instructional and communications technology and how this technology is being used in the service of either sustaining or transforming teaching and learning in higher education. Next, the idea of collaborative constructivist approaches to teaching and learning are explored and the case for a guiding framework is made. The Community of Inquiry framework is briefly described and assessed from a theoretical and practical level. Finally, the discussion turns to the nature and importance of institutional leadership if instructional technologies are to transform the quality of the teaching and learning experience in higher education.
KeywordsCollaborative constructivism Collaborative leadership Community of inquiry Instructional technology Teaching presence Cognitive presence Social presence Web 2.0
- Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education. doi:10.10160j.iheduc.2008.05.22.
- Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 3–22.Google Scholar
- Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., et al. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136.CrossRefGoogle Scholar
- Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.Google Scholar
- Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Press.Google Scholar
- Eraut, M. (1994). Educational technology: Conceptual frameworks and historical development. In T. Huse’n & P. T. N. Postlethwaite (Eds.), The international encyclopedia of education. Oxford, UK: Pergamon.Google Scholar
- Garrison, D. R. (in press). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard, et al. (Eds.), Encyclopedia of distance and online learning. Hershey, PA: IGI Global.Google Scholar
- Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.Google Scholar
- 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), 87–105.Google Scholar
- Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching-learning: A framework for adult and higher education. Oxford, UK: Pergamon.Google Scholar
- Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco: Jossey-Bass.Google Scholar
- Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2–3), 147–166.Google Scholar
- Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works. Change, July/August, 27–35.Google Scholar
- Kesim, E., & Agaoglu, E. (2007). A paradigm shift in distance education: Web 2.0 and social software. Turkish Online Journal of Distance Education, 8(3), 66–75. Retrieved February 23, 2009 from: http://tojde.anadolu.edu.tr/tojde27/pdf/article_4.pdf.Google Scholar
- Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179–211.Google Scholar
- Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: Univ. of Chicago Press.Google Scholar
- Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26.Google Scholar
- Merrill, M. D. (2002). Effective use of instructional technology requires educational reform. Educational Technology, 17(2), 13–18.Google Scholar
- Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65.Google Scholar
- Murphy, E. (2004). Identifying and measuring ill-structured problem formulation and resolution in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(1), 5–20.Google Scholar
- Nagy, J., & Bigum, C. (2007). Bounded and unbounded knowledge: Teaching and learning in a Web 2 world. Turkish Online Journal of Distance Education, 8(3), 76–86. Retrieved February 23, 2009 from: http://tojde.anadolu.edu.tr/tojde27/pdf/article_5.pdf.Google Scholar
- O’Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Retrieved December 17, 2008 from: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
- Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.Google Scholar
- Reigeluth, C. M., & Joseph, R. (2002). Beyond technology integration: The case for technology transformation. Educational Technology, 17(2), 9–12.Google Scholar
- Reiser, R. A. (2007). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 17–34). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.Google Scholar
- Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.Google Scholar
- Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing.Google Scholar
- Salomon, G. (2002). Technology and pedagogy: Why don’t we see the promised revolution? Educational Technology, 17(2), 71–75.Google Scholar
- Shea, P., & Bidjeramo, T. (2008, March). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Paper presented at the Annual Meeting of the American Educational Research Association, New York.Google Scholar
- Shea, P., Li, C., Swan K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4). Retrieved May 1, 2008 from: http://www.sloan-c.org/publications/jaln/v9n4/v9n4_shea.asp.
- Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Toronto: Wiley.Google Scholar
- Sullivan, K. (2008). The case for hands-on education. Strategy+Business, 52. Retrieved September 22, 2008 from: http://www.strategy-business.com/press/article/08303?gko=d1e76-1876-27125602.
- Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 147–164). London: Kogan Page.Google Scholar
- Swan, K., & Shih, L.-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.Google Scholar
- Vaughan, N., & Garrison, D. R. (2006). How blended learning can support a faculty development community of inquiry. Journal of Asynchronous Learning Networks, 10(4), 139–152.Google Scholar
- Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139–152.Google Scholar