Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/8936
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dc.contributor.authorChiroma, Jane Adhiamboen_US
dc.contributor.authorMeda, Lawrenceen_US
dc.contributor.authorWaghid, Zayden_US
dc.date.accessioned2023-03-16T10:47:19Z-
dc.date.available2023-03-16T10:47:19Z-
dc.date.issued2021-
dc.identifier.citationChiroma, J.A., Meda, L. & Waghid, Z. 2021. Examining emergency remote teaching using the community of inquiry framework: Lecturer experiences in a Kenyan University. International Journal of Information and Communication Technology Education, 17(2): 1-16. [https://doi.org/10.4018/IJICTE.20211001.oa17]en_US
dc.identifier.issn1550-1876-
dc.identifier.issn1550-1337-
dc.identifier.urihttp://hdl.handle.net/11189/8936-
dc.description.abstractThe COVID-19 global pandemic has forced many universities worldwide to switch from face-toface classes to emergency remote teaching (ERT) to allow students to continue learning. Using the community of inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The community of inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.en_US
dc.language.isoenen_US
dc.publisherIGI Globalen_US
dc.relation.ispartofInternational Journal of Information and Communication Technology Educationen_US
dc.subjectCognitive Presenceen_US
dc.subjectCommunity of Inquiryen_US
dc.subjectCOVID-19en_US
dc.subjectEmergency Remote Teachingen_US
dc.subjectLecturers’ Experiencesen_US
dc.subjectOnline Learningen_US
dc.subjectSocial Presenceen_US
dc.subjectTeaching Presencesen_US
dc.titleExamining emergency remote teaching using the community of inquiry framework: Lecturer experiences in a Kenyan Universityen_US
dc.identifier.doihttps://doi.org/10.4018/IJICTE.20211001.oa17-
dc.typeArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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