I have based my action research project on the community of inquiry framework (Garrison, Anderson & Archer, 2000). It was really helpful to find a framework that specifically covered the online classroom in such a logical and rational way with a framework that seemed feasible to implement in practical terms. They put forward the idea that online and blended learning environments are built upon the interaction of three interdependent elements:

• Cognitive Presence: “the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication”.

• Teaching Presence: “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.”

• Social Presence: “the ability of learners to project their personal characteristics, engage with others authentically, and create a sense of belonging in the learning community.”

Figure one shown below is a useful visual representation of the framework:

Figure 1: taken from thecommunityofinquiry.org/framework

The social element is particularly difficult to craft in the online environment with an international cohort who are on different time zones and limited time to cover a range of topics. There are always people who talk more in online situations and those who stay quiet. By utilising breakout groups, it gives everyone a chance to talk and to share something which is personal to themselves. Wenger also supports the theory that engagement in social practice is essential for learning to take place – “learning is a process of participation in a community of practice, participation that is at first legitimately peripheral but that increases gradually in engagement and complexity.” (Wenger, 1998, p. 95)

The social justice issue I have chosen to tackle is how to create inclusion, belonging and equity of access in the online classroom fostering a sense of community within an international cohort. It is important that students who have chosen the online learning mode have an equitable opportunity to learn and build relationships with their fellow students. Student experience can be impacted when students feel marginalised in the classroom, they are not provided with an opportunity or perceived safe space to contribute or connect with one another and as a result, effective learning does not take place. Leewis and Ross (2021) conclude that “successful virtual learning environments are spaces which encourage connection, co-creation, and shared ownership” following their research on achieving belonging and engagement in online learning spaces. These are key values that I seek to create in my online classroom. They also put forward the idea that the tutor has a responsiblity to foster relationships between students to facilitate effective learning.

In their article on the potential of online based learning activities to support the teaching of intersectional environmentalism in art and design higher education, Willcocks & Mahon (2023) discuss some of the challenges of online teaching. These include, “perceived difficulties in building relationships, the risks of students getting lost, and the need for content to be parcelled up in manageable chunks.” These are all very valid points and challenges I can relate to – particularly the last point as lack of time with a lot of topics to cover leaves little time for social focussed activities in my experience. Willcocks and Mahon put forward the idea that object based learning can help to tackle some of these challenges and can be an effecitve means of creating online interaction and community while also facilitating learning. I am setting out to test this further through my action reasearch project.

The methods I have chosen include semi-structured interviews with critical friends, a quantative survey and a focus group. I used Helen Kara’s (2020) book on creative research methods to inform my approach taking note of her warning of potential challenges with focus group data, such as the possibility of dominant individuals influencing the discussion and the difficulty in ensuring that all voices are heard. I will make sure I am conscious of seeking feedback of all of those taking part in the focus group.

Reference list:

Garrison, D.R., Anderson, T. and Archer, W. (2000) ‘Community of inquiry framework’. The Internet and Higher Education, 2(2-3), 87-105.

Kara, H. (2020). Creative research methods – a practical guide.

Leewis, L. and Ross, S. L. (2022). ‘Home sweet home: Achieving belonging and engagement in online learning spaces’. Spark: UAL Creative Teaching and Learning Journal, 5(1), 71–81.

Mitchell, P., & Mason, M. (2019). Object-Based Learning and Digital Curation in an Online Context: Opportunities and Challenges. In Innovations in Digital Learning (pp. 51-70)

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity.Cambridge University Press.

Willcocks, J. & Mahon, K., (2023). The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education. Art, Design & Communication in Higher Education, 22(2)