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

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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Examining Emergency Remote Teaching using the Community of Inquiry Framework, Lecturers’ experiences in a Kenyan University

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.20211001oa21 ◽

2021 ◽

Vol 17 (4) ◽

pp. 0-0

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Cognitive Presence ◽

Teaching Presence ◽

Educational Institutions ◽

Structured Interviews ◽

Face To Face ◽

Global Pandemic ◽

Community Of Inquiry Framework ◽

The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

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Examining Emergency Remote Teaching Using the Community of Inquiry Framework

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.20211001.oa17 ◽

2021 ◽

Vol 17 (4) ◽

pp. 1-16

Author(s):

Jane Adhiambo Chiroma ◽

Lawrence Meda ◽

Zayd Waghid

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Cognitive Presence ◽

Teaching Presence ◽

Educational Institutions ◽

Structured Interviews ◽

Face To Face ◽

Global Pandemic ◽

Community Of Inquiry Framework ◽

The University

The COVID-19 global pandemic has forced many universities worldwide to switch from face-to-face classes to Emergency Remote Teaching (ERT) to allow students to continue learning. Using the Community of Inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The Community of Inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.

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Undergraduate Conferences enhance the Student Research Experience: An Application of the Community of Inquiry Framework

10.35542/osf.io/thmb6 ◽

2021 ◽

Author(s):

Katharine E Hubbard ◽

Caroline Clare Douglas ◽

Graham Scott ◽

Francesca Jackson ◽

Elizabeth Toyne ◽

...

Keyword(s):

Social Interactions ◽

Social Presence ◽

Community Of Inquiry ◽

Educational Experiences ◽

Research Experience ◽

Face To Face ◽

Community Of Inquiry Framework ◽

Social Components ◽

Meaningful Interaction ◽

Insight Into

On-campus Higher Education is often assumed to be educationally richer than online learning due to opportunities for face-to-face interactions with students and instructors. However, the assumption that the presence of other learners enhances educational experiences requires formal interrogation. In this study, we use the Community of Inquiry (CoI) framework to evaluate the nature of social presence at a 500 delegate undergraduate conference that is the culmination of capstone final year dissertation projects. We find that students do not perceive social presence to their learning during their dissertation work, but that presentation of dissertations in the conference environment can initiate educationally valuable social interactions. Notably meaningful interactions occur between students of different year groups, allowing students insight into future tasks and to reflect on the progress they have made over their course. We encourage educators to consider the opportunities that undergraduates have for meaningful interaction in all on-campus experiences, as social components of learning cannot be assumed.

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The Relationship of Teaching, Social and Cognitive Presence with Course Satisfaction in a TESL Programme Course in a Public University in Sabah, East Malaysia

Studies in English Language Teaching ◽

10.22158/selt.v9n2p35 ◽

2021 ◽

Vol 9 (2) ◽

pp. p35

Author(s):

Tan, Choon Keong ◽

Kon, Onn Keong

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Public University ◽

Cognitive Presence ◽

Course Satisfaction ◽

Teaching Presence ◽

East Malaysia ◽

Community Of Inquiry Framework ◽

Relationship Of ◽

The Relationship

The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence.

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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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Teleworking in Times of COVID-19: Effects on the Acquisition of Personal Resources

Frontiers in Psychology ◽

10.3389/fpsyg.2021.685275 ◽

2021 ◽

Vol 12 ◽

Author(s):

Manuel Pulido-Martos ◽

Daniel Cortés-Denia ◽

Esther Lopez-Zafra

Keyword(s):

Social Support ◽

Model Fit ◽

Personal Resources ◽

Psychosocial Work ◽

Online Questionnaire ◽

Personal Resource ◽

Face To Face ◽

The Face ◽

Labor Resources ◽

The Relationship

The COVID-19 pandemic has forced many employees to introduce different degrees of teleworking, leading to a transformation of the psychosocial work environment. In this study, we analyzed whether the relationship between a labor resource, social support, and a personal resource, vigor at work, is affected by the work modality (face-to-face, hybrid that includes face-to-face work and telework time, and telework caused by the current pandemic situation). Five hundred and forty-three employees answered an online questionnaire about their perceptions of the levels of social support, vigor experienced in the last month, and work modality. Seniority in the organization and the gender of the employees were controlled for. The model fit was significant [F(7, 535) = 20.816, p < 0.001], accounting for 21% of the variation in vigor (R2 = 0.21). The interaction was also significant [F(2, 535) = 4.13, p < 0.05], with an increase of 1% in the explanation of the variance in vigor at work (ΔR2 = 0.01). Differences were found in the positive relationship between levels of social support and vigor at work, among the face-to-face and telework modalities (hybrid and telework), but not between teleworking modalities. As a result, we posit that the different forms of telework moderate (buffer) the relationship experienced between labor resources (social support) and personal resources (vigor at work). This implies that, for the design of teleworking conditions, it is necessary to provide work resources similar to those in face-to-face settings, such as social support.

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