Graduation Year
2019
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Howard Johnston, Ph.D.
Co-Major Professor
Rebecca Burns, Ph.D.
Committee Member
Elizabeth Shaunessy-Dedrick, Ph.D.
Committee Member
Sanghoon Park, Ph.D.
Keywords
blended learning, online learning, instructional design, workplace learning
Abstract
The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsuccessful online learning program. The new curriculum and course logistics framed three presences contained in the COI model—cognitive, social, and teaching. The researcher conducted evaluations by surveying the learners, the training team, and by direct observations of the instructional designers. Results suggested that the COI model was a good foundation for building an online learning course in a workplace setting with slight variations. A recommendation for future use in this new setting was to divide the teaching presence into two presences and create a new design presence, which makes a clear delineation between instructional design and content delivery functions.
Scholar Commons Citation
Singleton, Krista Kirby, "Reimagining the Community of Inquiry Model for a Workplace Learning Setting: A Program Evaluation" (2019). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7944
