Abstract
It is argued in this article that the convergence of collaborative constructivist ideas and emerging instructional technologies are transforming higher education. The article begins with an overview of instructional and communications technology and how this technology is being used in the service of either sustaining or transforming teaching and learning in higher education. Next, the idea of collaborative constructivist approaches to teaching and learning are explored and the case for a guiding framework is made. The Community of Inquiry framework is briefly described and assessed from a theoretical and practical level. Finally, the discussion turns to the nature and importance of institutional leadership if instructional technologies are to transform the quality of the teaching and learning experience in higher education.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education. doi:10.10160j.iheduc.2008.05.22.
Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12(3), 3–22.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., et al. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.
Duderstadt, J. J., Atkins, D. E., & Van Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: Greenwood Press.
Eraut, M. (1994). Educational technology: Conceptual frameworks and historical development. In T. Huse’n & P. T. N. Postlethwaite (Eds.), The international encyclopedia of education. Oxford, UK: Pergamon.
Garrison, D. R. (in press). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard, et al. (Eds.), Encyclopedia of distance and online learning. Hershey, PA: IGI Global.
Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157–172.
Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching-learning: A framework for adult and higher education. Oxford, UK: Pergamon.
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148.
Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco: Jossey-Bass.
Grineski, S. (1999). Questioning the role of technology in higher education: Why is this the road less travelled. The Internet and Higher Education, 2(1), 45–54.
Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2–3), 147–166.
Hastings, N. B., & Tracey, M. W. (2005). Does media affect learning: Where are we now? TechTrends, 49(2), 28–30.
Howard, A. B. (2004). American studies and the new technologies: New paradigms for teaching and learning. Rethinking History, 8(2), 277–291.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works. Change, July/August, 27–35.
Kesim, E., & Agaoglu, E. (2007). A paradigm shift in distance education: Web 2.0 and social software. Turkish Online Journal of Distance Education, 8(3), 66–75. Retrieved February 23, 2009 from: http://tojde.anadolu.edu.tr/tojde27/pdf/article_4.pdf.
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179–211.
Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: Univ. of Chicago Press.
Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26.
Merrill, M. D. (2002). Effective use of instructional technology requires educational reform. Educational Technology, 17(2), 13–18.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65.
Meyer, K. A., & Xu, Y. J. (2007). A Bayesian analysis of the institutional and individual factors influencing the faculty technology use. The Internet and Higher Education, 10(3), 184–195.
Murphy, E. (2004). Identifying and measuring ill-structured problem formulation and resolution in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(1), 5–20.
Nagy, J., & Bigum, C. (2007). Bounded and unbounded knowledge: Teaching and learning in a Web 2 world. Turkish Online Journal of Distance Education, 8(3), 76–86. Retrieved February 23, 2009 from: http://tojde.anadolu.edu.tr/tojde27/pdf/article_5.pdf.
Nworie, J. (2007). Academic technology in higher education: Organizing for better results. Journal of Educational Technology Systems, 35(1), 105–128.
O’Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Retrieved December 17, 2008 from: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
Reigeluth, C. M., & Joseph, R. (2002). Beyond technology integration: The case for technology transformation. Educational Technology, 17(2), 9–12.
Reiser, R. A. (2007). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 17–34). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.
Rogers, P., & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behavior & Information Technology, 24(2), 151–158.
Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing.
Salinas, M. F. (2008). From Dewey to Gates: A model to integrate psychoeducational principles in the selection and use of instructional technology. Computers & Education, 50(3), 652–660.
Salomon, G. (2002). Technology and pedagogy: Why don’t we see the promised revolution? Educational Technology, 17(2), 71–75.
Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32, 475–502.
Shea, P., & Bidjeramo, T. (2008, March). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
Shea, P., Li, C., Swan K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4). Retrieved May 1, 2008 from: http://www.sloan-c.org/publications/jaln/v9n4/v9n4_shea.asp.
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Toronto: Wiley.
Sullivan, K. (2008). The case for hands-on education. Strategy+Business, 52. Retrieved September 22, 2008 from: http://www.strategy-business.com/press/article/08303?gko=d1e76-1876-27125602.
Swan, K. (2002). Building communities in online courses: The importance of interaction. Education, Communication and Information, 2(1), 23–49.
Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 147–164). London: Kogan Page.
Swan, K., & Shih, L.-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
Vaughan, N., & Garrison, D. R. (2006). How blended learning can support a faculty development community of inquiry. Journal of Asynchronous Learning Networks, 10(4), 139–152.
Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139–152.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Garrison, D.R., Akyol, Z. Role of instructional technology in the transformation of higher education. J Comput High Educ 21, 19–30 (2009). https://doi.org/10.1007/s12528-009-9014-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12528-009-9014-7