Pandemic pedagogies: reflecting on online learning using the community of inquiry framework

References

• Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. https://doi.org/10.33902/JPSP.2020261309
   Google Scholar
• Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptual differences. The International Review of Research in Open and Distance Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
   Web of Science ®Google Scholar
• Almendingen, K., Morseth, M. S., Gjøstad, E., Tørris, C., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study. Plos One, 16(8), e0250378. https://doi.org/10.1371/journal.pone.0250378
   PubMed Web of Science ®Google Scholar
• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–7. https://doi.org/10.24059/olj.v5i2.1875
   Google Scholar
• Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Monica Moreno, M., Polly, P., Tai, J., Marsh, H. L., Lin, L., Burgess, J. -L., Habtu, S., Rodrigo, M. M. M., Roth, M., Heap, T., & Guppy, N. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 74(3), 517–533. https://doi.org/10.1080/00131911.2021.1955830
   Web of Science ®Google Scholar
• Blackledge, J. (2021). Thoughts on the future of higher education in the UK: A personal view with a historical context. Education Sciences, 11(9), 474. https://doi.org/10.3390/educsci11090474
   Web of Science ®Google Scholar
• Blanford, J. I., Bowlick, F., Gidudu, A., Gould, M., Griffin, A. L., Kar, B., Kemp, K., de Roiste, M., deSabbata, S., Sinton, D., Strobl, J., Tate, N., Toppen, F., & Unwin, D. (2022). Lockdown lessons: An international conversation on resilient GI science teaching. Journal of Geography in Higher Education, 46(1), 7–19. https://doi.org/10.1080/03098265.2021.1986687
   Web of Science ®Google Scholar
• Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(115), 126. https://doi.org/10.1016/j.iheduc.2011.11.006
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.
   Google Scholar
• Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478
   Web of Science ®Google Scholar
• Buckley, K., Stone, S., Farrell, A. M., Glynn, M., Lowney, R., & Smyth, S. (2021). Learning from student experience: Large higher education classes transitioning online. Irish Educational Studies, 40(2), 399–406. https://doi.org/10.1080/03323315.2021.1916566
   Web of Science ®Google Scholar
• Burns, R. (2020). A COVID-19 panacea in digital technologies? Challenges for democracy and higher education. Dialogues in Human Geography, 10(2), 246–249. https://doi.org/10.1177/2043820620930832
   Web of Science ®Google Scholar
• Card, P., & Thomas, H. (2018). Student housing as a learning space. Journal of Geography in Higher Education, 42(4), 573–587.
   Web of Science ®Google Scholar
• Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565–3576. https://doi.org/10.1002/ece3.7123
   PubMed Web of Science ®Google Scholar
• Chen, E., Kaczmarek, K., & Ohyama, H. (2021). Student perceptions of distance learning strategies during COVID‐19. Journal of Dental Education, 85(S1), 1190–1191. https://doi.org/10.1002/jdd.12339
   Web of Science ®Google Scholar
• Cox, W., Alexander, A., West, H., Abzhaparova, A., & Hill, J. (2022). How to thrive when studying online. Journal of Geography in Higher Education, 1–10. https://doi.org/10.1080/03098265.2022.2087214
   Web of Science ®Google Scholar
• Cranfield, D. J., Tick, A., Venter, I. M., Blignaut, R. J., & Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19—a comparative study. Education Sciences, 11(8), 403. https://doi.org/10.3390/educsci11080403
   Web of Science ®Google Scholar
• Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3(1), 9–28.
   Google Scholar
• Drumm, B. T., & Jong, A. S. Y. (2020). A semester like no other: A student and lecturer perspective on the impact of Covid-19 on 3rd level academic life. All Ireland Journal of Higher Education, 12(3).
   Google Scholar
• Dyer, S., Walkington, H., & Hill, J. (2020). Six months on: What does compassionate and courageous pedagogy look like now? [ONLINE]. Available at: (Accessed 7/09/2021) https://teachingfocusedgeesnetwork.wordpress.com/2020/09/05/six-months-on-what-does-compassionate-and-courageous-pedagogy-look-like-now/
   Google Scholar
• France, D., & Haigh, M. (2018). Fieldwork@40: Fieldwork in geography higher education. Journal of Geography in Higher Education, 42(4), 498–514. https://doi.org/10.1080/03098265.2018.1515187
   Web of Science ®Google Scholar
• Fuller, I., Edmondson, S., France, D., Higgitt, D., & Ratinen, I. (2006). International perspectives on the effectiveness of geography fieldwork for learning. Journal of Geography in Higher Education, 30(1), 89–101. https://doi.org/10.1080/03098260500499667
   Web of Science ®Google Scholar
• Garrison, D. R., & Akyol, Z. (2017). The community of inquiry theoretical framework: in the context of online and blended learning. In Garrison, D.R. E-Learning in the 21^st century: A community of inquiry framework for research and practice(3^rded, pp. 104–119). Routledge.
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
   Google Scholar
• Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., BuShell, S., & Ladda, S. (2021). Emergency online learning: college students’ perceptions during the COVID-19 crisis. College Student Journal, 55(1), 29–46. https://doi.org/10.2139/ssrn.3831526
   Google Scholar
• Goodenow, C. (1993). Classroom belonging among early adolescent students: relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21–43. https://doi.org/10.1177/0272431693013001002
   Google Scholar
• Higgitt, D. (2014). Disruptive moments. Journal of Geography in Higher Education, 38(1), 1–6. https://doi.org/10.1080/03098265.2014.885172
   Web of Science ®Google Scholar
• Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the emotional responses of undergraduate students to assessment feedback: Implications for instructors. Teaching & Learning Inquiry, 9(1), 294–316. https://doi.org/10.20343/teachlearninqu.9.1.20
   Web of Science ®Google Scholar
• Hill, J., Healey, R. L., West, H., & Dery, C. (2021). Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, 45(2), 167–185. https://doi.org/10.1080/03098265.2019.1661366
   Web of Science ®Google Scholar
• Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment & Evaluation in Higher Education, 45(1), 82–97. https://doi.org/10.1080/02602938.2019.1608908
   Web of Science ®Google Scholar
• Hill, J., & West, H. (2022). Dialogic feed-forward in assessment: Pivotal to learning but not unproblematic. Teaching & Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.20
   Web of Science ®Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1–9.
   Google Scholar
• Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educase Quarterly, 31(4), 51–55.
   Google Scholar
• Lapitan, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
   Web of Science ®Google Scholar
• Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). Routledge.
   Google Scholar
• Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164–172. https://doi.org/10.1080/01587919.2020.1869529
   Web of Science ®Google Scholar
• Li, Y., Krause, S., McLendon, A., & Jo, I. (2022). Teaching a geography field methods course amid the COVID-19 pandemic: Reflections and lessons learned. Journal of Geography in Higher Education, 1–10. https://doi.org/10.1080/03098265.2022.2041571
   Web of Science ®Google Scholar
• Lipman, M. (1991). Thinking in Education. Cambridge University Press.
   Google Scholar
• Means, B., & Neisler, J. (2021). Teaching and learning in the time of COVID: The student perspective. Online Learning, 25(1), 8–27. https://doi.org/10.24059/olj.v25i1.2496
   Web of Science ®Google Scholar
• Mok, K. H., Xiong, W., & Rahman, H. N. B. A. (2021). COVID-19 pandemics disruption on university teaching and learning and competence cultivation. International Journal of Chinese Education, 10(1), 1–20. https://doi.org/10.1177/22125868211007011
   Google Scholar
• Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. https://doi.org/10.1080/02602931003786559
   Web of Science ®Google Scholar
• Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
   Google Scholar
• Peacock, S., & Cowan, J. (2016). From presences to linked influences within communities of Inquiry. International Review of Research in Open and Distributed Learning, 17(5), 267–283. https://doi.org/10.19173/irrodl.v17i5.2602
   Web of Science ®Google Scholar
• Quintiliani, L., Sisto, A., Vicinanza, F., Curcio, G., & Tambone, V. (2021). Resilience and psychological impact on Italian university students during Covid-19 pandemic. distance learning and health. Psychology, Health & Medicine, 1(12), 1–12. https://doi.org/10.1080/13548506.2021.1891266
   Web of Science ®Google Scholar
• Schultz, R. B., & DeMers, M. N. (2020). Transitioning from emergency remote learning to deep online learning experiences in geography education. The Journal of Geography, 119(5), 142–146. https://doi.org/10.1080/00221341.2020.1813791
   Web of Science ®Google Scholar
• Simamora, R. M. (2020). The challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86–103. https://doi.org/10.46627/silet.v1i2.38
   Google Scholar
• Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
   Web of Science ®Google Scholar
• Thomas, M., & Bryson, J. R. (2021). Combining proximate with online learning in real-time: Ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond. Journal of Geography in Higher Education, 45(3), 446–464. https://doi.org/10.1080/03098265.2021.1900085
   Web of Science ®Google Scholar
• Thomas, M., Gonondo, T., Rautenbach, P., Seeley, R., Shkurti, A., Thomas, A., & Westlake, T. (2021). Living with pandemics in higher education: people, place and policy. In J. R. Bryson, Andres, L., Ersoy, A. & Reardon, L. Living with Pandemics: Places, People and Policy. Edward Elgar Publishing.
   Google Scholar
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
   Google Scholar