scholarly journals Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Selcan Kilis ◽  
Zahide Yıldırım
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Associate Degree ◽  
Real Life ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Large Class Size ◽  
Community Of Inquiry Framework ◽  
High Level

This case study probes the posting patterns of students’ social presence, cognitive presence, and teaching presence in an online learning setting in the basis of community of inquiry framework. Qualitative data was collected from 91 students selected with purposive sampling from the Department of Medical Documentary and Secretary, a fully online associate degree program at a well-known public university. Students participated in six online asynchronous discussion activities on Moodle. The data was analyzed through descriptive and deductive transcript analysis. The findings revealed students’ posting behaviors were at a substantially high level for three-construct, and could be enhanced during treatment at a fairly substantially level, different from earlier studies. The most important points behind a high level of social and cognitive presence were addressing the topics based on real life cases and scenarios and designing reflective activities. The findings further indicated that large class size in online discussion could be overwhelming.

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.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 343 ◽  
Author(s):  
Gabi Witthaus
Keyword(s):  
Goal Setting ◽  
Social Presence ◽  
Qualitative Data ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Additional Element ◽  
Use Of Information Sources ◽  
Learning Presence

This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

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

2019 ◽  
Vol 23 (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.

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.

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

2015 ◽  
Vol 10 (2) ◽  
pp. 81-99 ◽  
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.

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.

Designing Online Class using Discord based on Community of Inquiry Framework

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.

Expanding the CoI

2013 ◽  
pp. 429-445 ◽  
Author(s):  
Sebastián Romualdo Díaz
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Knowledge Communities ◽  
Online Teaching And Learning ◽  
Parallel Processes

This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for Knowledge Workers, given that online teaching and learning is quite similar to “online working.” The phenomenon analogous to teaching presence in online learning is a knowledge worker’s ability to create and disseminate knowledge. Communities of Practice provide a measurable phenomenon analogous to social presence. Finally, data-driven decision-making’s use for evaluation, coupled with innovation, serves as a phenomenon parallel to cognitive presence. Together, these three measures, developed in parallel with teaching, social and cognitive presence, provide an effective framework for evaluating online work, which is quite similar to online learning.

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

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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