Nurturing communities of inquiry: A formative study of the DojoIBL platform

Angel Suarez, Stefaan Ternier, Fleur Prinsen, Marcus Specht

    Research output: Chapter in Book/Report/Conference proceedingConference Article in proceedingAcademicpeer-review

    Abstract

    This formative study introduces DojoIBL, a web-based platform to support collaborative inquiry-based learning processes. By supporting communication and collaboration with new technological affordances, DojoIBL aims at nurturing communities of inquiry. The study elaborates on the theoretical underpinning of DojoIBL, describes its added value and presents a detailed explanation about the functionalities supported. Thereafter, an evaluation about how users perceived DojoIBL has been performed. Besides, the positive acceptance of participants, the results also showed that DojoIBL seems to be a suitable tool to support essential components of communities of inquiry. The study concludes anticipating the integration of role support as future developments of DojoIBL.

    Full paper presented at EC-TEL2016
    Original languageEnglish
    Title of host publicationAdaptive and Adaptable Learning
    Subtitle of host publication11th European Conference on Technology Enhanced Learning, EC-TEL 2016
    EditorsKatrien Verbert, Mike Sharples, Tomaž Klobučar
    PublisherSpringer
    Pages292-305
    Volume9891
    Edition1
    ISBN (Electronic)978-3-319-45153-4
    ISBN (Print)878-3-319-45152-7
    Publication statusPublished - 13 Sep 2016
    Event11th European Conference on Technology Enhanced Learning (EC-TEL 2016): Adaptive and Adaptable Learning - Lyon, France
    Duration: 13 Sep 201616 Sep 2016
    http://ectel2016.httc.de/index.php?id=753

    Publication series

    SeriesLecture Notes in Computer Science;9891
    ISSN0302-9743

    Conference

    Conference11th European Conference on Technology Enhanced Learning (EC-TEL 2016)
    Abbreviated titleEC-TEL 2016
    Country/TerritoryFrance
    CityLyon
    Period13/09/1616/09/16
    Internet address

    Keywords

    • Inquiry-based learning
    • Community of Inquiry
    • Collaborative knowledge building
    • Context-awareness
    • Informal learning

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