Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22319
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dc.contributor.advisorBrosnan, Kevin-
dc.contributor.advisorField, John-
dc.contributor.authorPeacock, Susi-
dc.date.accessioned2015-10-19T08:30:09Z-
dc.date.available2015-10-19T08:30:09Z-
dc.date.issued2015-06-
dc.identifier.citationPEACOCK, S., GORDON, L., MURRAY, S., MORSS, K. and DUNLOP, G., 2010. Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland. British Journal of Educational Technology. vol. 41, no. 5, pp. 827-851.en_GB
dc.identifier.citationPEACOCK, S. and HOOPER, J., 2007. E-learning in physiotherapy education. Physiotherapy. September, vol. 93, no. 3, pp. 218-228.en_GB
dc.identifier.citationPEACOCK, S., MORSS, K., SCOTT, A., HISLOP, J., IRVINE, L., MURRAY, S. and GIRDLER, S.T. 2010. Using ePortfolios in higher education to encourage learner reflection and support personalised learning. In: J.O’DONOGHUE, ed. Technology-supported environments for personalized-learning: methods and case studies. New York: Information Science Reference, pp. 185-211.en_GB
dc.identifier.citationPEACOCK, S., MURRAY, S., DEAN, J., BROWN, D., GIRDLER, S. and MASTROMINICO, B., 2012. Exploring tutor and student experiences in Online Synchronous Learning Environments in the Performing Arts. Creative Education. vol. 3, no. 7, pp. 1269-1280.en_GB
dc.identifier.citationPEACOCK, S., 2014. A conceptual interrogation of the potential of the Community of Inquiry Framework to inform faculty implementation of communication technologies in an intensely rich digital learning environment [online]. In: P. BLESSINGER, J. ANCHAN, and B. COZZA, eds. Proceedings of the 2nd International Higher Education Teaching and Learning Conference: Innovative, Learning-Scapes, e-Scapes, Playscapes and More. Higher Education Teaching and Learning. [viewed 26 March 2015]. Available from: https://www.hetl.org/wp-content/uploads/2014/05/FINAL2014HETLConferenceAnchorageProceedingsV3.2.pdfen_GB
dc.identifier.citationPEACOCK, S., SCOTT, A., MURRAY, S. and MORSS, K., 2012. Using feedback and ePortfolios to support professional competence in healthcare learners. Research into Higher Education Journal. vol. 16, pp. 1-23.en_GB
dc.identifier.urihttp://hdl.handle.net/1893/22319-
dc.description.abstractThis thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF.en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Stirlingen_GB
dc.rights[Paper One] The publisher has granted permission for the use of Peacock, S & Hooper, J. 2007. E-learning in physiotherapy education. Physiotherapy, 93, pp218-228 in this repository. Published by Elsevier and available at: http://www.sciencedirect.com/science/article/pii/S0031940606001878-
dc.rights[Paper Two] The publisher has granted permission for the use of Peacock S, Gordon L, Murray S, Morss K and Dunlop G. 2010. Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland. BJET Vol 41 No 5 pp827–851 in this repository.The definitive version is available at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00986.x/full-
dc.rights[Paper Four] Publisher policy allows the following work to be made available in this repository: Peacock, S., Scott, A., Murray, S. & Morss, K. (2012) An emergent student-centric approach to feedback using ePortfolios to support the development of professional competence and identity in healthcare learners. Research into Higher Education Journal 16 pp1-23.-
dc.rights[Paper Five] The publisher of the following article is Open Access: Peacock, S., Murray, S., Dean, J., Brown, D., Girdler, S. & Mastrominico, B. (2012) Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts. Creative Education, 3 (7). Proper attribution of authorship and correct citation details should be given.-
dc.rights[Paper Three] The publisher has granted permission for the use of Peacock, S., Morss, K., Scott, A., Hislop, J., Irvine, L., Murray, S. and Girdler, S.T. 2010. Using ePortfolios in higher education to encourage learner reflection and support personalised learning. In: J.O’Donoghue, ed. Technology-supported environments for personalized-learning: methods and case studies. New York: Information Science Reference, pp. 185-211 in this repository.The definitive version is available at http://www.igi-global.com/book/technology-supported-environments-personalized-learning/982-
dc.subjectonline learningen_GB
dc.subjectcommunity of inquiryen_GB
dc.subjectsocial presenceen_GB
dc.subjectcognitive presenceen_GB
dc.subjectteaching presenceen_GB
dc.subjectemotionen_GB
dc.subjectreflectionen_GB
dc.subjectcritical thinkingen_GB
dc.subjectstudent-centred learningen_GB
dc.subjectPhD by publicationen_GB
dc.subjectintermentalen_GB
dc.subjectintramentalen_GB
dc.subject.lcshCommunity learningen_GB
dc.subject.lcshAdult learning Social aspectsen_GB
dc.subject.lcshInternet in higher educationen_GB
dc.subject.lcshTeacher-student relationshipsen_GB
dc.titleA Constructive, Conceptual Analytical Review of the Community of Inquiry Frameworken_GB
dc.typeThesis or Dissertationen_GB
dc.type.qualificationlevelDoctoralen_GB
dc.type.qualificationnameDoctor of Philosophyen_GB
dc.author.emailspeacock@qmu.ac.uken_GB
Appears in Collections:Faculty of Social Sciences eTheses

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