“When will my reflection show who I am inside?”-Mulan: Using Personal Reflection and the Community of Inquiry Model for Fully Online and Hybrid Course Development

Concurrent Session 9

Brief Abstract

In this session, participants will be asked to reflect on their own perceived barriers to teaching in the online world. We will do this by asking participants to complete a short survey. In small groups, then as a whole group, we will discuss the responses to the survey and try to identify why we feel these items prevent us from moving forward with technology integration into our learning environments. Then, we will use two frameworks: SAMR Model and the Community of Inquiry model to discuss how our perceptions of technology integration influence learner outcomes, especially in the online environment.


Stephanie Delgado is a Senior Instructional Designer and has been with Florida International University for over five years. She attained her Master’s degree in Curriculum and Instruction from the University of Florida and came back to FIU to work on her Ph.D. Her area of study is Social Justice Education, with a specific concentration on establishing effective teaching behaviors for practitioners while making learning relatable and accessible for all students. Aside from working as an Instructional Designer, Stephanie serves an instructor in the traditional and virtual classrooms as an adjunct professor for FIU and Miami Dade College.

Extended Abstract

The incorporation and constant exposure of technology into our daily lives forces us to change the way live. It also forces us, as education professionals, to change the ways in which we learn and teach. Our organizations give us “access” to a web based platform along with new technologies to use with it. But does just adopting this technology really help us to adapt to the new societal and cultural demands of online teaching? How do we feel about this type of learning and teaching modality? In this interactive session, we will examine what are our own perceived barriers and barricades to online teaching, the difference between barriers and barricades, and how using practices supported by research can help us to overcome them. This session will be helpful for anyone who is involved in the development or facilitation of online teaching as it will help us learn how to identify perceived barriers to online teaching and how we can adequately support each other in order to provide learners with optimal experiences and learning opportunities.

In this session we will two discuss main frameworks. The first being the SAMR Model introduced by Dr. Puentedura. Using this model, we will see how just the adoption of technolgoy into our learning environments results in lower level learning. The real game-changing learning happens when we move beyond adoption and lean more towards adaptation. We will also discuss the Community of Inquiry framework which serves as a model for curriculum planning and development. Using this second framework, we will see how the learning design combined with teacher interaction and peer interaction creates a holistic and dynamic learninge experience for students.