A re-examination of the community of inquiry framework: Social network and content analysis

2010 ◽  
Vol 13 (1-2) ◽  
pp. 10-21 ◽  
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Jason Vickers ◽  
Mary Gozza-Cohen ◽  
Sedef Uzuner ◽  
...  
Keyword(s):  
Content Analysis ◽  
Social Network ◽  
Community Of Inquiry ◽  
Community Of Inquiry Framework

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
Vol 17 (4) ◽  
pp. 132-167
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This paper discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this work proposes a theoretical juxtaposition of the Community of Inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

Using Communities of Inquiry Online to Perform Tasks of Higher Order Learning

2018 ◽  
pp. 3976-3987 ◽  
Author(s):  
Ramon Tirado-Morueta ◽  
Pablo Maraver-López ◽  
Ángel Hernando-Gómez
Keyword(s):  
Social Networks ◽  
Content Analysis ◽  
Social Network ◽  
Community Of Inquiry ◽  
Group Structure ◽  
Analytical Framework ◽  
Learning Task ◽  
Cognitive Presence ◽  
Discussion Forums ◽  
Higher Order Learning

In this research the community of inquiry model is used as an analytical framework, along with quantitative content analysis and social network analysis, in order to understand how social and cognitive presence and group structure are affected by type of learning task and social networks. Discussion forums were employed focusing on three types of tasks: analyzing, evaluating, and creating. Over a period of three academic years, a total of 96 discussion forums were analyzed. Results show how social and cognitive presence, are affected by social group structure and centrality of coordinators, depending of type of learning task.

Using Communities of Inquiry Online to Perform Tasks of Higher Order Learning

2019 ◽  
pp. 716-728
Author(s):  
Ramon Tirado-Morueta ◽  
Pablo Maraver-López ◽  
Ángel Hernando-Gómez
Keyword(s):  
Social Networks ◽  
Content Analysis ◽  
Social Network ◽  
Community Of Inquiry ◽  
Group Structure ◽  
Analytical Framework ◽  
Learning Task ◽  
Cognitive Presence ◽  
Discussion Forums ◽  
Higher Order Learning

In this chapter, the community of inquiry model is used as an analytical framework, along with quantitative content analysis and social network analysis, in order to understand how social and cognitive presence and group structure are affected by the type of learning task and social networks. Discussion forums were employed focusing on three types of tasks: analyzing, evaluating, and creating. Over a period of three academic years, a total of 96 discussion forums were analyzed. Results show how social and cognitive presence are affected by social group structure and centrality of coordinators, depending of type of learning task.

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
pp. 76-143
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This chapter discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this chapter proposes a theoretical juxtaposition of the community of inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

scholarly journals Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach

2010 ◽  
Vol 11 (3) ◽  
pp. 127 ◽  
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Jason Vickers
Keyword(s):  
Content Analysis ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Quantitative Content Analysis ◽  
Threaded Discussion ◽  
Quantitative Content ◽  
The Us ◽  
Online Environments ◽  
Community Of Inquiry Framework

With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.

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.

Exploring the learning potential of online gaming communities: An application of the Game Communities of Inquiry Scale

2021 ◽  
pp. 146144482110271
Author(s):  
Enrico Gandolfi ◽  
Richard E Ferdig ◽  
Ilker Soyturk
Keyword(s):  
Community Of Inquiry ◽  
Meaningful Learning ◽  
Online Gaming ◽  
Learning Potential ◽  
Online Questionnaire ◽  
Online Participation ◽  
Socially Constructed ◽  
Community Of Inquiry Framework ◽  
Gaming Communities ◽  
Validated Instrument

Online gaming is becoming increasingly social and interconnected. Millions of players learn from each other in game-related communities on platforms like Reddit and Twitch.tv. However, few studies have been conducted to examine socially constructed learning in such environments. The purpose of this study was to explore learning in game-related communities using the Game Community of Inquiry Scale (GCoIS). GCoIS is a validated instrument inspired by the community of inquiry framework and developed for measuring constructed learning in these outlets. Over 1000 participants completed an online questionnaire that included the GCoIS and additional variables (e.g. demographics, gaming habits, and gaming metacognition) for measuring possible associations. Results pointed to gender, age, online participation, and metacognition about gaming as significant predictors of GCoIS. Findings suggest that gaming communities can serve as opportunities for meaningful learning when novice members are welcomed and assisted by experts and support is given to older and female gamers.

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