{"id":60,"date":"2019-03-04T17:15:54","date_gmt":"2019-03-04T22:15:54","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/guidetoblendedlearning\/back-matter\/appendix\/"},"modified":"2019-03-04T17:15:54","modified_gmt":"2019-03-04T22:15:54","slug":"appendix","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/guidetoblendedlearning\/back-matter\/appendix\/","title":{"raw":"APPENDIX 1. Community of Inquiry Blended Learning Evaluation","rendered":"APPENDIX 1. Community of Inquiry Blended Learning Evaluation"},"content":{"raw":"

APPENDIX 1. Community of Inquiry Blended Learning Evaluation<\/strong><\/h3>\nSP:<\/strong> Social Presence\u00a0CP:\u00a0<\/strong>Congnitvie Presence\u00a0TP:<\/strong> Teaching Presence EP:\u00a0<\/strong>Emotional Presence\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\nSTRONGLY DISAGREE<\/td>\nDISAGREE<\/td>\nNEUTRAL<\/td>\nAGREE<\/td>\nSTRONGLY AGREE<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
\n
1. Students in my course can describe ways to \n test and apply the knowledge learned.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Resolution<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
2. My actions reinforce the development of a sense \n of community among course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
3. Students in my course are motivated to \n explore content-related questions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
CP:\u00a0\n<\/strong>Triggering<\/em> Event<\/pre>\n<\/td>\n<\/tr>\n
\n
4. Course activities pique students\u2019 curiosity.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Triggering<\/em> Event<\/pre>\n<\/td>\n<\/tr>\n
\n
5. I acknowledge emotion expressed by the \n students in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Teaching \npresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
6. I clearly communicate important due \n dates\/time frames for learning activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
7. Students in my course are able to form distinct \n impressions of some other course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
8. I clearly communicate important course goals.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
9. I provide feedback in a fashion.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
10. I provide feedback that helps students \n  understand their strengths and weaknesses \n  relative to the course goals and objectives.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
11. I help to identify areas of agreement \n  and disagreement on course topics in \n  a way that helps students to learn.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP:\n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
12.\u00a0Students feel comfortable disagreeing \n  with other course participants while \n  still maintaining a sense of trust.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group<\/em>\u00a0Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
13. Reflection on course content and \n  discussion helps students understand \n  fundamental concept.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
14. Expressing emotion in relation to \n  sharing ideas is acceptable in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Cognitive \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
15. Online discussions are facilitated \n  in a way that is valuable for helping \n  students appreciate different \n  perspectives.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP:\n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
16. I encourage course participants to \n  explore new concepts in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
17. I clearly communicate important course \n  topics.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP:<\/strong> \nDesign and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
18. Combining new information helps students \n  answer questions raised in course \n  activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
19. Brainstorming and finding relevant \n  information help students resolve \n  content-related questions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
20. In my role as instructor, I demonstrate \n  emotion in my presentation and\/or when \n  facilitating discussions, \n  online or face to face.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Teaching \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
21. Learning activities helps students \n  construct explanation\/solutions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
22. Students feel their point of view \n  is acknowledged by other course \n  participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
23. Students in my course feel comfortable \n  taking on the role of teacher \n  when the opportunity arises.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
24. Students utilise a variety of \n  information sources to explore problems \n  posed in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
25. I keep course participants engaged \n  and participating in productive dialogue.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
26. Students feel comfortable interacting \n  with other course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Open \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
27. I provide clear instructions \n  on how to participate in course \n  learning activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
28. I find myself responding emotionally \n  about ideas or learning activities \n  in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Cognitive \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
29. Getting to know other course \n  participants gives students a sense \n  of belonging in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
30. Students feel comfortable conversing \n  online or face to face in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP:<\/strong> Open<\/em> \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
31. Online or web-based communication \n  is an excellent medium for interaction \n  with and among my students.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
32. Problem posed increase student \n  interest in course content.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Triggering Event<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
33. Students feel comfortable expressing \n  emotion through the online medium or \n  in the face-to-face classroom.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: \n<\/strong>(Social Presence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
34. I help to focus discussion on \n  relevant issues in a way that \n  helps students to learn.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
35. Students can apply the knowledge\n  created in my course to their \n  work or other non-class-related activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP:<\/strong> \nExploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
36. Students feel comfortable participating \n  in course discussion.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Open \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
37. Students develop solutions to relevant \n  problems that can be applied in practice.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Resolution<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
38. I am helpful in guiding the class towards\n  understanding course topics in a way \n  that helps students clarify their thinking.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
39. Online or face-to-face discussion\n  can help students to develop a \n  sense of collaboration.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
40. Emotion is expressed, online \n  or face to face, among the students \n  in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: \n<\/strong>(Social Presence)<\/em><\/pre>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n ","rendered":"
APPENDIX 1. Community of Inquiry Blended Learning Evaluation<\/strong><\/h3>\n
SP:<\/strong> Social Presence\u00a0CP:\u00a0<\/strong>Congnitvie Presence\u00a0TP:<\/strong> Teaching Presence EP:\u00a0<\/strong>Emotional Presence<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\nSTRONGLY DISAGREE<\/td>\nDISAGREE<\/td>\nNEUTRAL<\/td>\nAGREE<\/td>\nSTRONGLY AGREE<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
\n
1. Students in my course can describe ways to \n test and apply the knowledge learned.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Resolution<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
2. My actions reinforce the development of a sense \n of community among course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
3. Students in my course are motivated to \n explore content-related questions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
CP:\u00a0\n<\/strong>Triggering<\/em> Event<\/pre>\n<\/td>\n<\/tr>\n
\n
4. Course activities pique students\u2019 curiosity.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Triggering<\/em> Event<\/pre>\n<\/td>\n<\/tr>\n
\n
5. I acknowledge emotion expressed by the \n students in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Teaching \npresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
6. I clearly communicate important due \n dates\/time frames for learning activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
7. Students in my course are able to form distinct \n impressions of some other course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
8. I clearly communicate important course goals.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
9. I provide feedback in a fashion.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
10. I provide feedback that helps students \n  understand their strengths and weaknesses \n  relative to the course goals and objectives.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
11. I help to identify areas of agreement \n  and disagreement on course topics in \n  a way that helps students to learn.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP:\n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
12.\u00a0Students feel comfortable disagreeing \n  with other course participants while \n  still maintaining a sense of trust.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group<\/em>\u00a0Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
13. Reflection on course content and \n  discussion helps students understand \n  fundamental concept.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
14. Expressing emotion in relation to \n  sharing ideas is acceptable in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Cognitive \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
15. Online discussions are facilitated \n  in a way that is valuable for helping \n  students appreciate different \n  perspectives.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP:\n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
16. I encourage course participants to \n  explore new concepts in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
17. I clearly communicate important course \n  topics.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP:<\/strong> \nDesign and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
18. Combining new information helps students \n  answer questions raised in course \n  activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
19. Brainstorming and finding relevant \n  information help students resolve \n  content-related questions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
20. In my role as instructor, I demonstrate \n  emotion in my presentation and\/or when \n  facilitating discussions, \n  online or face to face.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Teaching \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
21. Learning activities helps students \n  construct explanation\/solutions.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Integration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
22. Students feel their point of view \n  is acknowledged by other course \n  participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
23. Students in my course feel comfortable \n  taking on the role of teacher \n  when the opportunity arises.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
24. Students utilise a variety of \n  information sources to explore problems \n  posed in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Exploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
25. I keep course participants engaged \n  and participating in productive dialogue.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
26. Students feel comfortable interacting \n  with other course participants.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Open \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
27. I provide clear instructions \n  on how to participate in course \n  learning activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Design and \nOrganisation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
28. I find myself responding emotionally \n  about ideas or learning activities \n  in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: <\/strong>(Cognitive \nPresence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
29. Getting to know other course \n  participants gives students a sense \n  of belonging in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
30. Students feel comfortable conversing \n  online or face to face in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP:<\/strong> Open<\/em> \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
31. Online or web-based communication \n  is an excellent medium for interaction \n  with and among my students.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Personal \nExpression<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
32. Problem posed increase student \n  interest in course content.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Triggering Event<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
33. Students feel comfortable expressing \n  emotion through the online medium or \n  in the face-to-face classroom.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: \n<\/strong>(Social Presence)<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
34. I help to focus discussion on \n  relevant issues in a way that \n  helps students to learn.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Direct Instruction<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
35. Students can apply the knowledge\n  created in my course to their \n  work or other non-class-related activities.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP:<\/strong> \nExploration<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
36. Students feel comfortable participating \n  in course discussion.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: <\/strong>Open \nCommunication<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
37. Students develop solutions to relevant \n  problems that can be applied in practice.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
CP: \n<\/strong>Resolution<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
38. I am helpful in guiding the class towards\n  understanding course topics in a way \n  that helps students clarify their thinking.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
TP: \n<\/strong>Facilitation<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
39. Online or face-to-face discussion\n  can help students to develop a \n  sense of collaboration.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
SP: \n<\/strong>Group Cohesion<\/em><\/pre>\n<\/td>\n<\/tr>\n
\n
40. Emotion is expressed, online \n  or face to face, among the students \n  in my course.<\/pre>\n<\/td>\n
\n
1<\/pre>\n<\/td>\n
\n
2<\/pre>\n<\/td>\n
\n
3<\/pre>\n<\/td>\n
\n
4<\/pre>\n<\/td>\n
\n
5<\/pre>\n<\/td>\n
\n
EP: \n<\/strong>(Social Presence)<\/em><\/pre>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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