scholarly journals Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

2017 ◽  
Vol 20 (1) ◽  
pp. 61-79 ◽  
Author(s):  
Mohsen Saadatmand ◽  
Lars Uhlin ◽  
Maria Hedberg ◽  
Lotta Åbjörnsson ◽  
Maria Kvarnström
Keyword(s):  
Professional Development ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Local Level ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Online Tools ◽  
Learner Interaction

Abstract Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners’ interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities. The course was free and open to all, attracting participants from all over the world. In order to understand the online interactions of the course, three presences of CoI were matched to three types of interaction (Moore, 1989). Data were collected through a slightly revised version of the CoI instrument and open-ended questions were added. Survey results showed that participants had high perceptions of the three presences in the course. Results also yielded significant relationships between teaching presence and cognitive presence, as well as social presence and cognitive presence. The findings suggest that deploying a set of online tools combined with appropriate pedagogical approaches in designing open online courses could foster learner interaction especially learner-content interaction and cognitive presence.

scholarly journals The teacher as leader: Effect of teaching behaviors on class community and agreement

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Beth Rubin ◽  
Ronald Fernandes
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Teaching Behaviors ◽  
Group Leaders ◽  
Class Level ◽  
Class Leaders ◽  
Group Agreement

<p>This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.</p><p>The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.</p>

Using a Community of Inquiry Lens to Examine Synchronous Online Discussions in Graduate Courses

2020 ◽  
pp. 229-262
Author(s):  
Barbara Brown ◽  
Sarah Elaine Eaton
Keyword(s):  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Graduate Courses ◽  
Engagement Strategies ◽  
Course Work ◽  
Synchronous Online

Instructors use synchronous sessions in higher education online courses to connect with students in real-time discussions. In this qualitative study, researchers examined 12 recordings of synchronous activity in four educational research graduate courses. Students completed a survey with open-ended questions after each synchronous session, and students and instructors were interviewed at the end of the term so that researchers could learn more about how synchronous online discussion cultivated a scholarly community of inquiry. Findings suggest that engagement strategies, such as student-facilitated presentations and case study discussions, fostered social presence, teaching presence, and cognitive presence. Findings also suggest that engagement strategies were valuable for promoting interactivity during synchronous sessions. Although synchronous discussions were used as a pedagogical approach and companion to asynchronous course work to support students' learning, unreliable technology presented challenges, possibly limiting the quality of discussions in online environments.

scholarly journals Designing a Community of Inquiry in Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 134-152 ◽  
Author(s):  
Holly Fiock
Keyword(s):  
Instructional Strategies ◽  
Social Presence ◽  
Online Community ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Good Practice ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Positive Effects ◽  
Seven Principles

This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.

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 />

scholarly journals Establishing the Importance of Interaction and Presence to Student Learning in Online Environments

2016 ◽  
Vol 3 (1) ◽  
pp. 48 ◽  
Author(s):  
Lydia Kyei-Blankson ◽  
Esther Ntuli ◽  
Heather Donnelly
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Course Design ◽  
Survey Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Course ◽  
Instructor Interaction ◽  
Learner Interaction ◽  
Online Environments

<p><em>With the growing trends in favor of online course offerings in higher education, it is important that researchers continue to focus on investigating the components vital to effectiveness. Using a survey design, the elements of interaction and presence, and their relationship and influence on student learning in an online course is examined in the current study. The findings of the study suggest that students perceive instructor-learner and learner-content interaction to be more important to their learning as compared to learner-learner interaction. In addition, teaching presence plays a more important role in student learning followed by cognitive presence and then social presence. Again, when it comes to the combination of the factors of interaction and presence, the factors that students perceive to have the most influence on their learning are teaching presence and learner-instructor interaction with the least important factor being learner-learner interaction. Overall, the results of this empirical study have implications for online course design and delivery to ensure student learning in online environments.</em><em></em></p>

scholarly journals Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Moon-Heum Cho ◽  
Scott Tobias
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Discussion ◽  
Teaching Presence ◽  
Online Course ◽  
Significant Difference

<p class="Style2">Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated.  The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement.  One instructor taught the same online course for three consecutive semesters using three different conditions.  During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation.  No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions.  No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement.  Implications for online teaching and learning as well as for designing an online course conclude the paper.</p>

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.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

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.

Leveraging Teaching Presence in Online Courses

2016 ◽  
pp. 113-137
Author(s):  
Kun Huang ◽  
Sang Joon Lee ◽  
Ashley Dugan
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Social Issues ◽  
Learning Experience ◽  
Essential Elements ◽  
Two Dimensions ◽  
Teaching Presence ◽  
Online Course ◽  
Research And Practice

The Community of Inquiry (CoI) framework has been widely used to guide the research and practice of online courses. In the CoI framework, three essential elements were identified to be critical for a successful online learning experience: social, cognitive, and teaching presences. While the three presences are overlapping and interdependent, teaching presence is known to be key to the creation of a community of inquiry by addressing cognitive and social issues. Starting with an overview of the CoI framework, this chapter mainly focuses on teaching presence and its two dimensions: instructional design and organization and directed facilitation. Specific strategies and examples for each dimension to leveraging teaching presence in a technology-rich online course are presented and described. In addition, a student's learning experience in the course is also shared to provide a student's perspective of the strategies.

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