An Online English Learning Community for College Students Based on Community of Inquiry Framework

2021 ◽  
pp. 370-379
Author(s):  
Cuiying Liao ◽  
Lu Tian
Keyword(s):  
College Students ◽  
Learning Community ◽  
Community Of Inquiry ◽  
English Learning ◽  
Community Of Inquiry Framework

scholarly journals Exploring E-Learning Community of Inquiry Framework for Engineering Education

2022 ◽  
Vol 15 (1) ◽  
pp. 619-632
Author(s):  
Endina Putri Purwandari ◽  
◽  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
◽  
...  
Keyword(s):  
Engineering Education ◽  
Learning Community ◽  
Community Of Inquiry ◽  
E Learning ◽  
Community Of Inquiry Framework

scholarly journals A bio-environmental perspective on Emirati female college students’ experiences in virtual learning communities of inquiry

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Aysha Saeed AlShamsi
Keyword(s):  
College Students ◽  
Learning Strategies ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Virtual Learning ◽  
Teaching Presence ◽  
Female College Students ◽  
Female College ◽  
Community Of Inquiry Framework

AbstractDuring the coronavirus pandemic, educational institutions were forced to shift to virtual learning. Drawing on the Community of Inquiry framework and bioecological perspective, this research explores the virtual learning experiences of female college students at one higher education institution in the United Arab Emirates using an interpretive phenomenological paradigm. A convergent parallel mixed method design was implemented with participants (N = 350) who completed a questionnaire about the challenges of virtual learning followed by semi-structured interviews (N = 10). Observations, journals, and peer-reviewed literature was also used to explore the influence of cognitive, social, and teaching presence on students’ perceptions. The data were analyzed using descriptive statistics and thematic analysis. The researcher found students had a high perception of the three influences of Community of Inquiry framework and were aware of its importance. Furthermore, there were clear relationships between cognitive and teaching presence and cognitive and social presence. The importance of online teaching and learning strategies supports the interactivity of these presences.

With the Likeness and Voice of Mentor

2017 ◽  
pp. 435-459
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Space ◽  
Real People ◽  
Online Distance Learning ◽  
Community Of Inquiry Framework ◽  
Online Distance ◽  
Communities Of Inquiry

Online distance learning environments are increasingly designed and facilitated using a Community of Inquiry framework, which promotes participant presence, encourages social interaction and exchange, and develops a sense of community. Communities of inquiry recognize the participation of real people, acknowledge their individuality, and engage them in a communal endeavor. However, sometimes communities of inquiry do not adequately meet the specific learning expectations and individual goals of participants. This chapter explores the author's quest to enhance a community of inquiry to make it more responsive to international students, skeptical about online distance learning and acutely focused on writing their undergraduate dissertations. The solution was to embed a one-on-one mentoring facility within the learning space thereby allowing students to receive personal guidance and support. The chapter considers Communities of Inquiry, social presence, and what is considered an innovative use of e-mentoring to support individuals within a broader learning community.

The Community of Inquiry Framework

2010 ◽  
pp. 75-89 ◽  
Author(s):  
Heather Mac Neill ◽  
Scott Reeves ◽  
Elizabeth Hanna ◽  
Steve Rankin
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Interprofessional Education ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Health And Social Care ◽  
E Learning ◽  
Potential Benefits ◽  
Community Of Inquiry Framework

Many in the online learning field now promote the need for a social presence online, in addition to cognitive and teaching presence, in order to fully realize benefits of online learning. In this regard, two important concepts arise when adopting e-learning: community and collaboration. Within healthcare there has been a recent push towards interprofessional education (IPE). IPE is an approach in which health and social care professionals come together to learn “with, from and about each other”. In this chapter the authors discuss the background of healthcare IPE and online learning. They examine the potential benefits and limitations of both IPE and e-learning as well as issues related to combining these approaches. They will discuss the theory of ‘communities of inquiry’ and apply a modified version of it as a way to think about and create online IPE. Lastly, the authors introduce an ongoing innovative healthcare e-learning project in Canada that was based on this theory and has focused on bringing together both IPE and online learning using the “build-a-case” method.

THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Significant Relationships ◽  
Survey Results ◽  
Community Of Inquiry Framework ◽  
Discussion Postings ◽  
Over Time

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course.

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