My Second Research Publication
I developed the Online Community of Inquiry Syllabus Rubric© (OCOISR) during my doctoral studies with the support of my Professor, Dr. James Van Haneghan, and peer input from other students. This new publication is about my two case studies reviewing syllabi with it.
“It serves as a proactive way to determine the inclusion and strength of interactive treatments that support an online community of inquiry and to provide instructional design feedback to online instructors regarding their course plans. The underlying theoretical premise is that the more interactive and cognitively challenging the course, the higher the level of student satisfaction and course achievement.”(Rogers & Khalsa, 2021, p.126)
Visit my blog page on the OCOISR to learn more about it. Also see my Research Statement to learn about this action research. The rubric is available for your use for practical or research purposes; use this featured article to cite it. My peer, Dr. Khalsa, and I developed a training workshop on how to use it for the Association of Educational Communications and Technology (AECT) pre-conference sessions in 2019. Please reach out to me in the comment section if interested in receiving this training. “The main benefit of utilizing the OCOISR© to review online course syllabi lies in the informed possibility of improving student engagement and student learning outcomes by detecting gaps or weaknesses in course action plans through front-end analysis” (Rogers & Khalsa, 2021, p. 126).
The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to review online course plans for continuous improvement. It assesses the potential to engender cognitive presence (CP), social presence (SP), teaching presence (TP), and learner support (LS) in online college courses based on interactive treatments. In one case study, two raters with advanced degrees in instructional design and online teaching experience reviewed 31 online syllabi across disciplines to determine their potential for producing an online community of inquiry. They achieved a good degree of consistency among measurements, intraclass correlation coefficient (ICC) = 0.821, p < 0.001, and 95% CI [0.40, 0.932]. Raters found above-average CP, moderate SP, and basic TP. These results mirrored that of the previous case study at a different institution. Other findings included basic educational technology use in both cases. The lead author, serving as the college’s instructional designer, provided course-specific recommendations to instructors based on their syllabi review for action research. This chapter describes the use of the OCOISR© to maximize student–student, student–teacher, and student–content planned engagement for improved online learning experiences
Rogers, S. A., & Khalsa, G. K. (2021). Analysis of online course syllabi for planned interactions and learner support. Innovations in Higher Education Teaching and Learning, 40, 125-141. https://doi.org/10.1108/S2055-364120210000040009