Exploring social presence within an online course using Twitter

This study examined the use of Twitter for online discussions in one asynchronous online, journalism class. A content analysis of the transcripts of the tweets from 25 undergraduate students was performed, coding for social presence using the social presence density measurement tool, one of the three aspects of the community of inquiry framework. Participants generated 1096 unique tweets over a 12-week course. Additionally, the community of inquiry survey was administered at the end of the course. Internal consistency measures and correlation analysis were used to identify the relationships between the social presence density scores and the community of inquiry survey results, which showed significant positive relationships exist between teaching, cognitive, and social presence, and the nature of the tweets. Results also underscored that social presence could be established on a micro-blogging platform, making it a potentially useful tool in an online learning environment.

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Let’s Enhance Learners’ Cultural Discussions

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch013 ◽

2013 ◽

pp. 267-294

Author(s):

Ana Oskoz

Keyword(s):

Undergraduate Students ◽

Social Presence ◽

Community Of Inquiry ◽

Cognitive Activity ◽

Online Discussions ◽

Teaching Presence ◽

Simple Description ◽

Entry Level ◽

The Social ◽

Instructor Presence

This chapter reports on a study that examined the construction of a community of inquiry in a blended, foreign language, undergraduate, lower-level course. Students’ asynchronous discussions were analyzed by applying the social presence coding scheme developed by Rourke, Anderson, Garrison, and Archer (2001), by Garrison, Anderson, and Archer’s (2001) practical inquiry model, and Anderson, Rourke, Garrison, and Archer’s (2001) teaching presence code. The results indicate that undergraduate students were able to create an environment that encouraged reflection and meaningful interactions in online discussions. The blended environment, however, promoted different types of social interactions than those previously found in exclusively online discussions, with a lower presence of cohesive and affective indicators. At the cognitive level, this study suggests that while maintaining restrained intervention, a more active instructor presence is needed for entry-level learners to move to a higher level of cognitive activity — one which allows them to integrate concepts and move beyond simple description of concepts and ideas. In terms of teaching presence, the initial instructional design allowed learners to engage in similar interactions to those developed specifically for the online medium; yet, the author also found that the instructor’s presence is required for the best educational outcomes.

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

Online Learning ◽

10.24059/olj.v12i3.66 ◽

2008 ◽

Vol 12 (3) ◽

Cited By ~ 2

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

Education and Information Technologies ◽

10.1007/s10639-021-10670-5 ◽

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.

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

Journal of Educational Technology Systems ◽

10.1177/00472395211062552 ◽

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.

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

Online Learning ◽

10.24059/olj.v12i3-4.1680 ◽

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.

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

Online Learning ◽

10.24059/olj.v12i3.72 ◽

2008 ◽

Vol 12 (3) ◽

Cited By ~ 6

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

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

Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7760-8.ch001 ◽

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.

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

Online Learning ◽

10.24059/olj.v13i3.1657 ◽

2019 ◽

Vol 13 (3) ◽

Cited By ~ 2

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.

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

Impacting Education Journal on Transforming Professional Practice ◽

10.5195/ie.2021.161 ◽

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.

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Blogs in Teacher Education

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch012 ◽

2015 ◽

pp. 220-234

Author(s):

Peggy Semingson

Keyword(s):

Undergraduate Students ◽

Social Presence ◽

Community Of Inquiry ◽

Comparative Method ◽

Computer Mediated Communication ◽

Evidence Based ◽

Literacy Assessment ◽

Mediated Communication ◽

Face To Face ◽

Teacher Presence

This chapter examines the content of written blog postings of students enrolled in a face-to-face course focusing on literacy assessment methods and practice for Pre-Service Teachers (PST) seeking elementary teaching certification. The purpose of the study was to examine the transcription of the students' postings and Computer-Mediated Communication (CMC) to look for the three types of elements that comprise the Community of Inquiry according to as well as the examination of broader themes and trends across the data (Corbin & Strauss, 1990). Data included blog posts from a 15-week semester with a total of 702 combined posts and comments from a total of 40 undergraduate students. Data were analyzed using the constant-comparative method () and the framework of the Community of Inquiry Model (). Students engaged in various levels of cognitive stages of inquiry while also building on and developing social presence throughout the course. Teacher presence also guided the social construction of knowledge throughout the course. Examination of the teacher presence suggests that the instructor needed to provide more scaffolding in modeling evidence-based practice and problem-solving on the blog as students did not always connect their practice to evidence-based or text-based support.

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