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Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online-Team-Based Learning
Parrish, Christopher W. · Guffey, Sarah K. · Williams, David S. · Estis, Julie M. · Lewis, Drew

Published3 March 2021
Volume 65, Pages 473-484
CountryUnited States, North America

This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based learning course design that combines the flexibility of asynchronous engagement with the connectedness offered through synchronous meetings. Student comments from small group instructional feedback sessions and end-of-course teaching evaluations were grouped into clusters of similar statements about what was going well and suggestions for improvement, which were then assigned to one of the three presences of the Community of Inquiry framework. While students most commonly identified increased learning, synchronous meetings, teamwork, and the instructor as going well in the course, students found IO-TBL to impose a heavy workload and require a significant amount of time. Clusters were most often related to teaching presence, followed by social presence, and then cognitive presence.

Keywords team-based learning · asynchronous engagement · synchronous engagement · online education · community of inquiry framework

CoI focusFull model
Study designCase study
Data analysisThematic analysis
Sample size28
Study aim"The goal of this study was to not only detail IO-TBL, but to also examine students’ perceptions of IO-TBL through the Community of Inquiry framework."
Finding"The findings highlight the interconnectedness of the course design framework. While there are clear benefits of online synchronous meetings absent IO-TBL, the combination of synchronous meetings."
Rights2021, Association for Educational Communications & Technology
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