Welcome to the InfoSci Platform
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry

Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry

Henry Gillow-Wiles, Margaret L. Niess
Copyright: © 2023 |Pages: 23
ISBN13: 9781668475409|ISBN10: 1668475405|EISBN13: 9781668475416
DOI: 10.4018/978-1-6684-7540-9.ch053
Cite Chapter Cite Chapter

MLA

Gillow-Wiles, Henry, and Margaret L. Niess. "Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry." Research Anthology on Remote Teaching and Learning and the Future of Online Education, edited by Information Resources Management Association, IGI Global, 2023, pp. 1063-1085. https://doi.org/10.4018/978-1-6684-7540-9.ch053

APA

Gillow-Wiles, H. & Niess, M. L. (2023). Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry. In I. Management Association (Ed.), Research Anthology on Remote Teaching and Learning and the Future of Online Education (pp. 1063-1085). IGI Global. https://doi.org/10.4018/978-1-6684-7540-9.ch053

Chicago

Gillow-Wiles, Henry, and Margaret L. Niess. "Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry." In Research Anthology on Remote Teaching and Learning and the Future of Online Education, edited by Information Resources Management Association, 1063-1085. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7540-9.ch053

Export Reference

Mendeley
Favorite

Abstract

This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.