The purpose of this case study was to assess a history instructor’s attempt to redesign an introductory history survey course. Traditionally, it has been taught in a face-to-face environment within the university’s core curriculum program. It was redesigned as a synchronous online course that provided students with opportunities to work collaboratively to build a community of inquiry and to develop the analytical skills needed to understand course materials and compete in the 21st -century workforce. Students were required to attend daily 100-minute web conferencing sessions consisting of mini-lectures, polling questions and discussions in large and small groups (i.e., “breakout rooms”). Daily quizzes were introduced to incentivize students to complete the assigned readings and help them prepare to contribute meaningfully to group discussions, as well as to allow the instructor to assess student understanding objectively. Students completed a modified Community of Inquiry Survey at the end of the course. Results showed that the instructor was able to build a strong level of community of inquiry, teaching presence, social presence, and cognitive presence.
& Pollock, S.
(2014). Building a Community of Inquiry and Analytical Skills in an Online History Course. International Journal of Teaching and Learning in Higher Education, 26 (3), 393-403.
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