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.

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.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

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.

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

2021 ◽  
pp. 004723952110625
Author(s):  
Suparna Chatterjee ◽  
Julia Parra
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Research Question ◽  
Formal And Informal Learning ◽  
Community Of Inquiry Framework ◽  
Technology Course

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

scholarly journals The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Amanda Rockinson-Szapkiw ◽  
Jillian Wendt ◽  
Mervyn Whighting ◽  
Deanna Nisbet
Keyword(s):  
Predictive Model ◽  
Community Of Inquiry ◽  
Perceived Learning ◽  
Course Grades ◽  
Correlational Design ◽  
Asynchronous Courses ◽  
Graduate Student Success ◽  
Community Of Inquiry Framework ◽  
Course Variables

<p>The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses.  However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success.  A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students’ course points (<em>N</em> = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed.</p>

scholarly journals AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

scholarly journals Creating Community in EdD Programs during COVID-19: Challenges, Strategies, and Opportunities

2021 ◽  
Vol 6 (2) ◽  
pp. 1-4
Author(s):  
Alyson Adams ◽  
Gage Jeter
Keyword(s):  
Learning Communities ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Community Building ◽  
Online Programs ◽  
Building Community ◽  
Community Of Inquiry Framework

Building community in online EdD programs can be a challenge, and the COVID-19 pandemic has highlighted the importance of doing so. In this essay, we will situate community building within the larger Community of Inquiry framework and focus on the element of social presence. By understanding more about the various aspects of social presence, faculty who design and deliver online programs can build stronger learning communities with and for their EdD students.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

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