As I wrote in my chapter "The i2Flex Methodology: De nition, Praxis, and Conditions for Success" (Avgerinou & Gialamas, 2016), "the relationship of CoI to QM was identified and researched only recently (Bogle et al., 2009; Swan et al., 2010; 2014). Although these tools cannot be connected to each other, they can both lead to improved outcomes when used in online and blended courses. The researchers support the use of the QM “as a guide to activities development for online and blended courses” (Shattuck, 2015, p. 18). This way, the course will be designed “with an eye toward the development of the CoI presences in course implemen- tation provided the structure to insure that the high quality and inquiry focus of the original courses were preserved” (Bogle, et al., 2009, p. 62). In particular, QM Standards 1(course overview), 2(learner objectives), 3(assessments) are connected to designing for cognitive presence; Standards 2(course ob- jectives), 4(learning activities), 6(pedagogically appropriate technologies) are connected to designing for teaching presence, while Standards 2 (learning objectives), 5(learning engagement), and 7(learner support) are connected to designing for social presence" (p. 149).
At this point I am looking for instructional design and/or research experiences stemming from the convergence of these two areas within a Higher Ed, or K12 *blended* context. Thanks!
We did connect the QM to instructional strategies that could be used in Col that I hope can be useful for you: https://www.researchgate.net/deref/https%3A%2F%2Flink.springer.com%2Fepdf%2F10.1007%2Fs11528-017-0216-y%3Fauthor_access_token%3DavRP0hyyqCr_fpKMpw4jiPe4RwlQNchNByi7wbcMAY51KNmCuFRpBnpIsby5_awB2jZhOrJ1fViWYQSS7YFfePddwHNgRXYjTAK8ktHJ18M6wbUY1jkxJtvp4XJzs3gbMSQUwzadZE9kdJn7Y_ejwA%253D%253D
Best regards,
Debra
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