Corrigendum to “A re-examination of the community of inquiry framework: Social network and content analysis” [Internet and Higher Education 13 (2010) 10–21]

2010 ◽  
Vol 13 (4) ◽  
pp. 298
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Jason Vickers ◽  
Mary Gozza-Cohen ◽  
Sedef Uzuner ◽  
...  
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Social Network ◽  
Community Of Inquiry ◽  
Community Of Inquiry Framework

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 The triangle of effective education implemented for Theology

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Erna Oliver
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
South African ◽  
Research Method ◽  
Community Of Inquiry ◽  
Focal Point ◽  
Analytical Research ◽  
Community Of Inquiry Framework ◽  
Education Process ◽  
Effective Education

Higher education in general, and more specifically in the South African environment, is under pressure to transform. Although learning is often seen as the main focal point, the education process consists of three equally important pillars that form the triangle of effective education that fits within the intersection of the spheres of the community of inquiry framework. The basic pillars expand to student-centred teaching, blended learning and transformative assessment. This study is a short explanation of how these three pillars form a basic framework for effective theological training. This is a qualitative study, using a philosophical and analytical research design and illuminative evaluation as research method. This is a model for effective higher education in Theology. The triangle of effective education is formed by student-centred teaching, blended learning and transformative assessment. The model fits into the intersection of the spheres identified by the community of inquiry framework of Garrison, Anderson and Archer.

scholarly journals Measures of Quality in Online Education: An Investigation of the Community of Inquiry Model and the Net Generation

2008 ◽  
Vol 39 (4) ◽  
pp. 339-361 ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Cognitive Presence ◽  
Net Generation ◽  
Mediated Learning ◽  
Registration Status ◽  
Community Of Inquiry Framework ◽  
Students Satisfaction

The goal of this article is to present and validate an instrument that reflects the Community of Inquiry Model (Garrison, Anderson, & Archer, 2000, 2001) and inquire into whether the instrument and the model it reflects explain variation in levels of student learning and satisfaction with online courses in a higher education context. Additionally this study sought to examine the effects of two other variables—age and students' registration status—on levels of satisfaction and learning in online courses. The issue of age and the “net generation” has generated considerable interest recently with a number of contradictory predictions made for younger students engaged in text-based, technology-mediated learning environments. Previous research indicates that student registration status serves as a relatively reliable predictor of commitment to degree and likely persistence in higher education (Horn & Neville, 2006)—does commitment to degree predict satisfaction and likely persistence with online learning in the same manner? We sought to inquire into the amount of variance these variables predict relative to constructs in the Community of Inquiry Framework. Results indicated that the instrument provides a coherent factor structure that reflects the Community of Inquiry Model. Other findings provide new insight into additional variables that account for variation in students' satisfaction, reported learning, and cognitive presence in text-based, asynchronous online environments.

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.

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