Techtalk: An Online Framework for Developmental Literacy

Abstract

In a previous Techtalk column, Peterson and Caverly (2005) introduced Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) as a guide for online learning. The CoI model has maintained longevity and applicability to a variety of both synchronous and asynchronous technologies (Ice, Curtis, Phillips, & Wells, 2007). In this column, we will revisit CoI model and its application to new synchronous and asynchronous instructional tools situated within developmental literacy. In future columns, we'll apply it to developmental math and writing.Laying Virtual GroundworkWhen technology is integrated into a classroom, learner attitudes and outcomes match or surpass that of instruction which does not use technology (cf., Burgess, 2009; Rosen 8c Salomon, 2007). Further, Leu, Kinzer, Coiro, and Cammack (2004) have stressed importance in global economy to equip students with new literacies that support social communication and use of communication technologies. Many incoming freshman are already equipped with these social technological skills, including those who are developing their literacy (Burgess, 2010). However, instructors in DE (developmental education) would be well-served to examine and measure students' digital literacy toward informing instruction, as often it is shallow (Caverly, Peterson, Delaney, & Starks-Martin, 2009).Some hesitation, however, has occurred with promotion of online (be it all online or hybrid) developmental literacy due to high attrition rates and a lack of confidence in medium. One reason cited is that developmental students cannot handle independent nature of this delivery mode (Petrides, Kerglani, & Nguyen, 2006). Others have argued that DE students need instant feedback and teacher presence to learn effectively; therefore, online learning may place them at risk for dropout or feeling isolated (Boylan, 2002; Maxwell, 1997). However, with continuing emergence of new learning technologies, instant feedback and teacher presence can be attained online with appropriate guiding framework.Community of Inquiry ModelGarrison, Anderson, and Archer's (2000) CoI model is based on an interaction of three major instructional components: social presence, cognitive presence, and teaching presence, which augment an effective educational learning experience. Social presence focuses on either asynchronous or synchronous online communicative interactivity among learners by using social, constructivist activities. Learning technologies embrace critical thinking, collaboration, and problem-solving of real- world problems to create this social presence (Trilling 8c Fadel, 2009). Cognitive presence is defined as the extent to which meaning can be constructed by sustained communication within a group of people (Garrison et al., 2001, p. 3), implying that social presence must be established prior to emergence of cognitive understanding. Teaching presence stresses importance of instructor guidance and support to direct these social constructivist activities and foster cognitive presence. Teaching presence is particularly important for DE students as many are learning self- regulatory skills.Best PracticesThe following best practices provide guidelines for DE literacy instructors using new and emerging technologies within CoI model. They can help ensure smooth and effective delivery of instruction.Address Access, Attitude, and Educational Issues Prior to Technology ImplementationMake sure technical and educational support for faculty and students using technology is readily available. For example, support through wireless Internet access, sufficient hardware for those without computers or smart phones, and technical support structures when problems arise is essential.Identify Concepts/Strategies to be LearnedObjectives for learning must be identified prior to teaching with technology as they guide direction of learning. …