scholarly journals AN EMPIRICAL VERIFICATION OF THE COMMUNITY OF INQUIRY FRAMEWORK

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Ben Arbaugh
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Teaching ◽  
Mba Students ◽  
E Learning ◽  
Community Of Inquiry Framework

The purpose of this paper is to report on the results of a study that examines whether the CoI dimensions of social, teaching and cognitive presence distinctively exist in e-learning environments. The rest of the paper is organized as follows. First, I will briefly review recent studies on the dimensions of this framework: social, cognitive, and teaching presence. Second, I discuss the development of the sample of MBA students in online courses over a two-year period at a Midwestern U.S. university and the items used to measure the CoI dimensions. Next, I will describe the results of an exploratory factor analysis, including an interpretation of the emerging factors. Finally, I will discuss how these findings relate to conclusions presented in Garrison’s review of recent research related to the CoI and present some possible directions for future research.

scholarly journals Instructor Impact on Differences in Teaching Presence Scores in Online Courses

2021 ◽  
Vol 22 (3) ◽  
pp. 55-76
Author(s):  
Holly Fiock ◽  
Yukiko Maeda ◽  
Jennifer C. Richardson
Keyword(s):  
Instructional Design ◽  
Process Model ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Course Design ◽  
Online Courses ◽  
Teaching Presence ◽  
Future Research ◽  
Constructivist Learning Environment ◽  
Community Of Inquiry Framework

Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry survey from 160 learners in 11 course sections were analyzed using a one-way analysis of variance (ANOVA) to determine whether statistically significant differences existed in teaching presence scores between sections of two online courses with identical course design taught by different instructors. Results showed significant differences between individual instructors’ teaching presence scores for each of the two courses. Specifically, significant differences were found in each sub-element of teaching presence except for one course’s instructional design and organization. Conceptual and methodological explanations of the findings are provided, and implications and suggestions for future research are discussed.

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.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

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.

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 Relationships Between Carl Rogers’ Person-Centered Education and the Community of Inquiry Framework: A Preliminary Exploration

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Karen Swan ◽  
Cheng-Chia Brian Chen ◽  
Denise K. Bockmier-Sommers
Keyword(s):  
Collaborative Learning ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Future Research ◽  
Carl Rogers ◽  
Community Of Inquiry Framework

The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework which posits a model of supports for social collaborative learning. Findings suggest significant links between the Rogerian constructs of level of regard and empathy and the CoI concept of teaching presence. The findings suggest avenues for future research and practical ways for enhancing teaching presence in online courses.

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>

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.

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

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