ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES

This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.The first issue is about shifting social presence from socio-emotional support to a focus on group cohesion (from personal to purposeful relationships). The second issue concerns the progressive development of cognitive presence (inquiry) from exploration to resolution. That is, moving discussion beyond the exploration phase. The third issue has to do with how we conceive of teaching presence (design, facilitation, direct instruction). More specifically, is there an important distinction betweenfacilitation and direct instruction? Finally, the methodological issue concerns qualitative transcript analysis and the validity of the coding protocol.

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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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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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Designing a Community of Inquiry in Online Courses

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i5.3985 ◽

2020 ◽

Vol 21 (1) ◽

pp. 134-152 ◽

Cited By ~ 3

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.

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

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v14i5.1510 ◽

2013 ◽

Vol 14 (5) ◽

Cited By ~ 4

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>

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Fostering Social Presence in a Blended Learning Faculty Development Institute

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch018 ◽

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.

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The Characteristics of Successful MOOCs in the Fields of Software, Science, and Management, According to Students’ Perception

Interdisciplinary Journal of e-Skills and Lifelong Learning ◽

10.28945/3614 ◽

2016 ◽

Vol 12 ◽

pp. 247-266 ◽

Cited By ~ 1

Author(s):

Simona Holstein ◽

Anat Cohen

Keyword(s):

Community Of Inquiry ◽

Social Cognitive ◽

Cognitive Presence ◽

Teaching Presence ◽

Online Course ◽

Massive Open Online ◽

Course Success ◽

Massive Open Online Course ◽

Software Science ◽

Quantitative And Qualitative Methods

The characteristics of successful MOOCs were explored in this study. Thousands of student reviews regarding five xMOOCs (Massive Open Online Course) in the fields of software, science, and management were extracted from the Coursetalk website and analyzed by quantitative and qualitative methods using the Garrison, Anderson, and Archer (2000) Community of Inquiry (CoI) model. The 14 characteristics found to contribute to the success of MOOCs (e.g., teacher, atmosphere, exercise) were partitioned into the teaching, social, and cognitive presence elements. In addition, cluster analysis revealed five types of learners, based on the characteristics they mentioned for course success: atmosphere, exercise, teacher, exam, and unspecified. This divides learners into groups that may prefer social, cognitive, or teaching presence. The findings of this study negate the perception that xMOOCs mostly contain teaching presence elements. This research contributes to the understanding of characteristics that contribute to successful MOOCs and sheds light on the students, too. Listening to the voices of the students and the types of characteristics that they chose to mention, enables further exploration of their preferences and expectations regarding MOOCs and, accordingly, to future adaptation between students’ preferences and MOOC characteristics.

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

Online Learning ◽

10.24059/olj.v23i1.1419 ◽

2019 ◽

Vol 23 (1) ◽

Cited By ~ 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.

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

Asian Association of Open Universities Journal ◽

10.1108/aaouj-10-02-2015-b007 ◽

2015 ◽

Vol 10 (2) ◽

pp. 81-99 ◽

Cited By ~ 1

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.

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Designing Online Class using Discord based on Community of Inquiry Framework

Asean Journal of Engineering Education ◽

10.11113/ajee2021.5n2.73 ◽

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.

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