scholarly journals Examining Student Experience of Blended Learning from the Perspective of the Community of Inquiry Framework

2015 ◽  
Vol 10 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Jeanne Yuet Ching Lam*
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Educational Experiences ◽  
Student Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Study Approach ◽  
Constructivist Perspective ◽  
Community Of Inquiry Framework

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from a socio-constructivist perspective in which learning is based on educational experiences in the environment with collaboration and interaction. The purpose of this paper is to explore student experience in a blended learning course from the viewpoint of the CoI. A case study approach using qualitative methods is used in the research. By examining the experiences of the students, social presence, cognitive presence and teaching presence were found. Although these three elements are required for educational experiences in blended learning, an unexpected issue about students' learning in the community without teaching presence was identified. This paper suggests that the role of learning autonomy and its relation to the community should be considered in the CoI framework. The value of this paper is that it confirms the elements in the CoI and proposes the addition of a new element in the framework.

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.

Fostering Social Presence in a Blended Learning Faculty Development Institute

2013 ◽  
pp. 374-388
Author(s):  
David S. Goldstein ◽  
Carol Leppa ◽  
Andreas Brockhaus ◽  
Rebecca Bliquez ◽  
Ian Porter
Keyword(s):  
Blended Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Faculty Members ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Course Development ◽  
Hybrid Course ◽  
Blended Courses ◽  
Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

scholarly journals Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Patrick Dempsey ◽  
Jie Zhang
Keyword(s):  
Measurement Invariance ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Measurement Instrument ◽  
Structure Study ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Structural Relationships ◽  
Online Experience ◽  
Community Of Inquiry Framework

Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships amongst the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each multidimensional and higher-order constructs; (b) measurement invariance was fully achieved for gender and partially for age, ethnicity, discipline, and online experience; (c) structural relationships of the three main constructs—teaching presence, social presence, and cognitive presence—suggested potential psychometric adjustments. The teaching presence construct in particular should be reconstructed to appropriately reflect and measure the construct as conceptually defined—as a distribution of teaching responsibility and authority—as opposed to how it is currently operationalized in the community of inquiry instrument—as a centralization of responsibility and authority with the instructor.

scholarly journals The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Zehra Akyol ◽  
Randy Garrison
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Perceived Learning ◽  
Significant Relationships ◽  
Survey Results ◽  
Community Of Inquiry Framework ◽  
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 to understand the progression and integration of each of the Community of Inquiry presences. The results indicated a 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. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.

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 ◽  
Perceived Learning ◽  
Significant Relationships ◽  
Survey Results ◽  
Community Of Inquiry Framework ◽  
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. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.

Designing Online Class using Discord based on Community of Inquiry Framework

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Nurzal Effiyana Ghazali
Keyword(s):  
Social Presence ◽  
Engineering Students ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Student Group ◽  
Online Class ◽  
Class A ◽  
Online Platforms ◽  
Community Of Inquiry Framework

COVID-19 pandemic changes the landscape of education, where online learning becomes very important and can not be avoided. Therefore, this article discusses how a gamer's platform, Discord can be used as an interactive online class. A comparison of Discord with other online platforms is spelled out in a tabular form. The principle used to design the online class using Discord is based on Community of Inquiry (CoI). CoI consists of three elements which are teaching presence, social presence, and cognitive presence for a better educational experience. The design discussed in this article are Discord features design for the online class and class activity using Discord in developing the three elements in CoI. Data collection is done using open-ended surveys. They are 58 respondents with engineering and non-engineering students. Most of the students are familiar with Discord and agreed that Discord can be adapted for an online class. Thematic analysis is conducted to analyze the open-ended questions. The themes that can be identified are parallel channels, structure, all-in-one platform, facilitation, and learning environment. Another analysis is message counts in each student group to show how active the students in online class using Discord. In conclusion, Discord is the best platform to make students active and construct knowledge with peers.

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

scholarly journals Examining Emergency Remote Teaching using the Community of Inquiry Framework, Lecturers’ experiences in a Kenyan University

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

scholarly journals Examining Emergency Remote Teaching Using the Community of Inquiry Framework

2021 ◽  
Vol 17 (4) ◽  
pp. 1-16
Author(s):  
Jane Adhiambo Chiroma ◽  
Lawrence Meda ◽  
Zayd Waghid
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Face To Face ◽  
Global Pandemic ◽  
Community Of Inquiry Framework ◽  
The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

scholarly journals Applying the community of inquiry framework to an online professional practice doctoral program

2011 ◽  
Vol 12 (6) ◽  
pp. 126 ◽  
Author(s):  
Swapna Kumar ◽  
Kara Dawson ◽  
Erik W Black ◽  
Catherine Cavanaugh ◽  
Christopher D Sessums
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Graduate Programs ◽  
Doctoral Program ◽  
Lessons Learned ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Community Of Inquiry Framework

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, &amp; Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs. <br /><br />

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