Document Type
Peer-Reviewed Article
Publication Date
2019
Abstract
Creating a community of learning can enhance critical reading in a classroom environment. Task design plays a critical role in the effectiveness of this process. This paper presents a case study of a face-to-face literature course that used a host of Google tools to create such a community. The Community of Inquiry (CoI) principles of teacher presence, cognitive presence, and social presence have been applied to analyze the task design using Google tools. Data collected from coursework, surveys, and interviews provide evidence that tasks using Google tools can promote community building and critical reading.
Recommended Citation
Kannan, J. (2019). Promoting critical reading using Google tools–A community of inquiry approach. Irish Journal of Technology Enhanced Learning, 4(1), 16-35. Retrieved from http://journal.ilta.ie/index.php/telji/article/view/30
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Comments
Jaya Kannan was affiliated with Sacred Heart University when this article was accepted for publication.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.