Literature about online distance learning, has been providing insight with regard to virtual learning, (Ruggiero & Boehm, 2016), in that the design draws from the constructivist learning paradigm. Virtual internships are by nature constructivist activities. “Constructivists believe that learning is a process of interpreting, building, and modifying our understanding of reality based upon life’s experiences” say Ruggiero and Boehm (2016: 107), citing Dewey (1966), who “believed that knowledge emerges only from situations in which learners have to draw them out of meaningful experiences”. Virtual internships offer students opportunities to apply subject matter expertise and theoretical knowledge to a work context, thereby creating new knowledge and skills.
One of the multiple contributions made by the field of online learning to the theory of distance learning, especially in relation to constructivism, is the ‘Community of Inquiry’ (CoI) framework, say Ruggiero and Boehm (2016: 107), citing Garrison, Anderson and Archer (2010). The goal with the CoI framework was to provide a conceptual framework with regard to using online communications media. It comprise three related constructs or core elements, namely Social Presence, Cognitive Presence, and Teaching Presence. It is believed that the educational experience for students is determined by how the three core elements interrelate. The three elements, and their areas of overlap, are illustrated by a diagram.
Cognitive presence, say Garrison, Anderson and Archer (2010), is operationalized through the four phases of the Practical Inquiry (PI) model, namely the triggering event, exploration, integration, and resolution. Social presence is described from a multi-dimensional perspective, including affective expression, group cohesion, and open communication. The three dimensions of social presence are defined with regard to participants identifying with the community, communicating purposefully in a trusting environment, and developing interpersonal relationships. Teaching presence entail a three dimensional design, facilitation and direction nature of learning activities that will ensure students move through the four phases of the PI model. All three core elements overlap with one another dynamically.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1), 5–9. Accessed electronically from https://doi.org/10.1016/j.iheduc.2009.10.003
Ruggiero, D., & Boehm, J. 2016. Design and Development of a Learning Design Virtual Internship Program. International Review of Research in Open and Distributed Learning, 17(4), 105-120. Accessed electronically from http://www.irrodl.org/index.php/irrodl/article/view/2385
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