Exploring the Influence of Using Collaborative Tools on the
Community of Inquiry in an Interdisciplinary Project-Based
Learning Context

Yu-Chiung Hsu; Ya-Ming Shiue

doi:10.12973/ejmste/81149

Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context

Full Text (PDF)

Yu-Chiung Hsu ¹, Ya-Ming Shiue ² ^*

More Detail

¹ Kun-Shan University, Tainan, TAIWAN² Chia-Nan University of Pharmacy and Science, Tainan, TAIWAN^* Corresponding Author

Abstract

This study aims to explore the relationships among three presences, namely cognitive presence, social presence and teaching presence in a Community of Inquiry (CoI) framework in the context of interdisciplinary project-based learning (IPBL) through the collaborative technology Google Applications. The survey data was collected from 138 students with mixed subject specialism participated in a cultural creativity project. All participants were randomly assigned into one of two groups. The control group used online discussion boards, while the treatment group used the Google Applications as a collaborative technology to support the project learning. The results of the study showed that the students’ cognitive presence was positively influenced by the teaching and social presence, which supported the theoretical CoI framework. Moreover, in an IPBL context with the support of the Google Applications, social presence had more predictive power in explaining students’ cognitive presence than the support provided by the online discussion boards.

Keywords

community of inquiry
Google Applications
Collaborative technology
Interdisciplinary project-based learning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 3, 933-945

https://doi.org/10.12973/ejmste/81149

Publication date: 11 Dec 2017

Article Views: 2597

Article Downloads: 3158

Open Access References How to cite this article

References

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2), 1–17.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using multi-institutional sample, Internet and Higher Education, 11, 33-136. doi:10.1016/j.iheduc.2008.06.003.
Archibald, D. (2010). Fostering the development of cognitive presence: Initial findings using the community of inquiry survey instrument. The Internet and Higher Education, 13(1-2), 73-74. doi:10.1016/j.iheduc.2009.10.001.
Asan, A., & Haliloglu, Z. (2005). Implementing project based learning in computer classroom. The Turkish Online Journal of Educational Technology, 4(3), 69-81.
Bisasutti, M., & El-Deghaidy H. (2012). Using WiKi in teacher education: Impact of knowledge management processes and student satisfaction, Computers & Education, 59, 861-872. doi:10.1016/j.compedu.2012.04.009.
Boix Mansilla, V., & Dawes Dursising, E. (2007). Targeted assessment of students’ interdisciplinary work: An empirical grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. doi:10.1353/jhe.2007.0008.
Carpenter, S. L., Delugach, H. S., Etzkorn, L. H., Farrinton, P. A., Fortune, J., Utley, D. R., & Virani, S. S. (2007). A knowledge modeling approach to evaluating student essays in engineering courses. Journal of Engineering Education, 96(3), 227-239. doi:10.1002/j.2168-9830.2007.tb00932.x.
Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers and Educations, 63, 160-175. doi:10.1016/j.compedu.2012.12.003.
Chi, M. T. H. (2009). Active-constructive-interactive: a conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105. doi:10.1111/j.1756-8765.2008.01005.x.
Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing mind tools for context-aware ubiquitous learning. Computer and Education, 54(3), 961-969. doi:10.1016/j.compedu.2009.08.023.
Dekhane, D., & Tsoi, M. Y. (2010). Work in progress-Interdisciplinary collaboration for a meaningful experience in software development course. Proceedings-Frontiers in Education Conference: Celebrating Forty Years of Innovation, 27-30 October 2010, Arlington, VA, 567310, pp. S1D1-S2D2.
Di Blas, N., Fiore, A., Mainetti, L., Vergallo, R., & Paolini, P. (2014). A portal of educational resources: providing evidence for matching pedagogy with technology. Research in Learning Technology, 22. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1496/html.
Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 352-355). Hershey, PA: IGI Global. doi:10.4018/978-1-60566-198-8.ch052.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues and future directions. The Internet and Higher Education, 10(3), 157-172. doi:10.1016/j.iheduc.2007.04.001.
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. doi:10.1016/S1096-7516(00)00016-6.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in higher education. American Journal of Distance Education, 15(1), 7-23. doi:10.1080/08923640109527071.
Garrison, D. R., Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction in not enough. American Journal of Distance Education, 19, 133-148. doi:10.1207/s15389286ajde1903_2.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Students perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31-36. doi:10.1016/j.iheduc.2009.10.002.
Goff, R. M., Terpenny, J. P., Vernon, M. R., & Green, W. R. (2006). Evolution of student perception in a human centered interdisciplinary design project. Proceedings-Frontiers in Education Conference, FIE, 28-31 October 2006, San Diego, CA, 4117082. doi:10.1109/FIE.2006.322586.
Gorev, P., & Masalimova, A. R. (2017). Development of meta-subject competencies of the 7-9 grades basic school students through the implementation of interdisciplinary mathematical courses. Eurasia Journal of Mathematics, Science & Technology, 13(7). doi:10.12973/eurasia.2017.00764a.
Gutiérrez-Santiuste, E., Sabiote-Rodríguez, C., & Gallego-Arrufat, M. J. (2015). Cognitive presence through social and teaching presence in communities of inquiry: A correlational-predictive study. Australian Journal of Educational Technology, 31(3), 349-362. doi:10.14742/ajet.1666.
Horzum, M. B. (2015). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science & Technology, 11(3), 505-512. doi:10.12973/eurasia.2014.1324a.
Johansen, D., Scaff, C., & Hargis, J. (2009). Interdisciplinary project-based model for enhanced instruction course. International Journal for the Scholarship of Teaching and Learning, 3(1), Article 22. doi:10.20429/ijsotl.2009.030122.
Klein, J. T. (2013). The transdisciplinary momentum. Integral Review, 9(1), 189-199.
Kreijns, K., Kirschner, P.A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335-353. doi:10.1016/S0747-5632(02)00057-2.
Lee, D. K., & Lee, E. S. (2016). Analyzing team based engineering design process in computer supported collaborative learning. Eurasia Journal of Mathematics, Science & Technology, 12(4), 767-782. doi:10.12973/eurasia.2016.1230a.
Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small Group and Individual Learning with Technology: A Meta-Analysis. Review of Educational Research, 71(3), 449-521. doi:10.3102/00346543071003449.
Ma, A. W. W. (2009). Computer supported collaborative learning and higher order thinking skills: A case study of textile studies. Interdisciplinary Journal of E-Learning Objects, 5(1), 145-167.
Marchioro, G., Ryan, M. M., & Perkins, T. (2014). Implementing an interdisciplinary student centric approach to work-integrated learning. Asia-Pacific Journal of Cooperative Education, 15(4), 359-368.
Matheson, R., Wilkison, S. C., & Gilhooly, E. (2012). Promoting critical thinking and collaborative working through assessment: Combining patchwork text and online discussion boards. Innovations in Education and Teaching International, 49(3), 257-267. doi:10.1080/14703297.2012.703023.
Maxim, B. R. (2006). Work in progress: Use of interdisciplinary teams in game development classes. Proceedings-Frontiers in Education Conference, FIE, 28-31 October 2006, San Diego, CA, 4117095.
Miles, M., & Rainbird, S. (2015). Evaluating interdisciplinary collaborative learning assessment in the creative arts and humanities. Arts & Humanities in Higher Education, 14(4), 409-425. doi:10.1177/1474022214561759.
Murphy, E. (2004). Recognizing and promoting collaboration in an asynchronous discussion. British Journal of Educational Technology, 35, 421-431. doi:10.1111/j.0007-1013.2004.00401.x.
Prokofieva, M. (2013). Evaluating types of students’ interaction in a wiki-based collaborative learning project. Australian Journal of Educational Technology, 29(4), 496-512. doi:10.14742/ajet.239.
Rienzo, T., & Han, B. (2009). Microsoft or Google Web 2.0 tools for course management. Journal of Information Systems, 20(2), 123-127.
Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems supporting cognition and exploratory learning in 21st century. Knowledge Management and E-Learning, 6(2), 98-102.
Shea, P. J., Li, C. S., Swan, K., & Pickett, A. M. (2005). Developing learning community in online asynchronous college courses: the role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52, 543-553. doi:10.1016/j.compedu.2008.10.007.
Shea, P., & Bidjerano, T. (2010). Learning presence: toward a theory of self-efficacy, self-regulation, and the development of communities of inquiry in online and blended learning environments. Computers & Education, 55, 1721-1731. doi:10.1016/j.compedu.2010.07.017.
Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59, 316-326. doi:10.1016/j.compedu.2012.01.011.
Stozhko, N., Bortnik, B., Mironova, L., Tchernysheva, A., & Podshivalova, E. (2015). Interdisciplinary project-based learning: technology for improving student cognition. Research in Learning Technology, 23, 1-13. doi:10.3402/rlt.v23.27577.
Swan, K. (2002). Building communities in online courses: The importance of interaction. Education, Communication and Information, 2, 23-29. doi:10.1080/1463631022000005016.
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: the Community of Inquiry framework. In Payne, C. R. (Ed.) Information Technology and Constructivismin Higher Education: Progressive Learning Frameworks. Hershey, PA: IGI Global, 43-57. doi:10.4018/978-1-60566-654-9.ch004.
Urban, P. L. (2014). Open-source electronics as a technological aid in chemical education. Journal of Chemical Education, 91(5), 751-752. doi:10.1021/ed4009073.
Weinel, M., Bannert, M., Zumbach, J., Hoppe, H. U., & Malzahn, N. (2009). A closer look on social presence as a casing factor is computer-mediated collaboration. Computers in Human Behavior, 27, 513-521. doi:10.1016/j.chb.2010.09.020.
Wellman, B. (1997). An electronic group is virtually a social network. In S. Kiesler (Ed.), Culture of the Internet (pp. 179-205). Hillsdale, New Jersey: Lawrence Erlbaum.
Whitney, M. C. (2014). Interdisciplinary collaboration in the classroom. International Journal of Interdisciplinary Studies in Communication, 8(4), 1-8. doi:10.18848/2324-7320/CGP/v08i04/53595.
Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussion. Journal of Asynchronous Learning Networks, 8, 139-152.
Yueh, H. P., Lin, Y. L., & Lin, W. (2015). Fostering interdisciplinary learning in a smart living technology course through a PBL approach. International Journal of Engineering Education, 31(1), 220-228.
Zhu, C. X., & Qiu, Y. C. (2017). We are in the same boat: The effect of social interdependences on knowledge boundary spanning in interdisciplinary collaboration. Journal of Information Management, 24(3), 307-340.

How to cite this article

APA

Hsu, Y.-C., & Shiue, Y.-M. (2018). Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 933-945. https://doi.org/10.12973/ejmste/81149

Vancouver

Hsu YC, Shiue YM. Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context. EURASIA J Math Sci Tech Ed. 2018;14(3):933-45. https://doi.org/10.12973/ejmste/81149

AMA

Hsu YC, Shiue YM. Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context. EURASIA J Math Sci Tech Ed. 2018;14(3), 933-945. https://doi.org/10.12973/ejmste/81149

Chicago

Hsu, Yu-Chiung, and Ya-Ming Shiue. "Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 3 (2018): 933-945. https://doi.org/10.12973/ejmste/81149

Harvard

Hsu, Y.-C., and Shiue, Y.-M. (2018). Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), pp. 933-945. https://doi.org/10.12973/ejmste/81149

MLA

Hsu, Yu-Chiung et al. "Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 3, 2018, pp. 933-945. https://doi.org/10.12973/ejmste/81149