Feng, Y. (2022, August), Lessons learned from designing an effective online course with Community of Inquiry framework  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41078

\bibitem{asee_peer_41078}
  Feng, Y. (2022, August), \emph{Lessons learned from designing an effective online course with Community of Inquiry framework}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41078

Yilin Feng.  "Lessons learned from designing an effective online course with Community of Inquiry framework".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41078 Internet.  03 May, 2024

\bibitem{asee_peer_41078}
  Yilin Feng.
  "Lessons learned from designing an effective online course with Community of Inquiry framework".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41078 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_41078
author = "Yilin Feng"
title = "Lessons learned from designing an effective online course with Community of Inquiry framework"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41078}
number = {10.18260/1-2--41078}
}

TY  - CPAPER
AB  - All of the courses at a large southwest state university have been provided online since the outbreak of COVID-19 in March 2020. What most of the instructors did in the left part of the 2020 Spring semester was “teaching online” instead of “providing an online course”. The difference between the two terms is that an online course is carefully designed for the online learning environment with a lot of specific practices to cope with the unique online teaching/learning environment. Teaching online, however, is just changing from face-to-face lecture to online stream lecture. Beginning in the summer of 2020, many instructors designed the online versions of their courses by changing the course structures, embracing new teaching techniques, and adding new teaching practices. 

This paper presents the structure of an online course with the application of one online learning framework: the Community of Inquiry theoretical framework. The course was provided face-to-face on campus before COVID-19, and was moved online since 2020 Fall semester. This paper includes changes that the instructor made to cope with the online learning environment. This paper also introduces the practices applied in the online course to improve cognitive presence, teaching presence, and social presence. The effects of the practices are analyzed based on student’s feedback and survey results

AU  - Yilin Feng
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Lessons learned from designing an effective online course with Community of Inquiry framework
UR  - https://peer.asee.org/41078
DO  - 10.18260/1-2--41078
ER  -