scholarly journals Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Catherine A Honig ◽  
Diane Salmon
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Course Design ◽  
Learning Context ◽  
Peer Monitoring ◽  
Learner Centered ◽  
Stimulated Recall ◽  
Course Experience ◽  
Learner Perceptions ◽  
Community Of Inquiry Framework

In the present study we explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences—teaching, social, cognitive presence—we add to a line of research on a potential fourth presence, learner presence. We employed a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners’ presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction. 

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.

Pedagogy

2020 ◽  
pp. 60-77
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Faculty Development ◽  
Community Of Inquiry ◽  
Learner Centered ◽  
Community Of Inquiry Framework ◽  
Definition Of ◽  
Pedagogical Approaches ◽  
Teacher Centered

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

Designing with care

2020 ◽  
Vol 37 (3) ◽  
pp. 99-108 ◽  
Author(s):  
Heather Robinson ◽  
Maha Al-Freih ◽  
Whitney Kilgore
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Ethics Of Care ◽  
Online Course ◽  
Online Environment ◽  
Learning Context ◽  
Content Type ◽  
Care Theory ◽  
Course Experience ◽  
Caring Relations

PurposeThe purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context.Design/methodology/approachUtilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience.FindingsThe findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained.Research limitations/implicationsEstablishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context.Originality/valueThe findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

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.

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.

Community of Inquiry Research Today

2018 ◽  
pp. 1-14
Keyword(s):  
Computational Linguistics ◽  
Learning Analytics ◽  
Community Of Inquiry ◽  
Course Design ◽  
Predictive Analytics ◽  
Online Learners ◽  
Community Of Inquiry Framework ◽  
Year 2000 ◽  
Blended Course ◽  
A Current

The Community of Inquiry framework provides a three-fold and multi-faceted way to consider effectiveness within an online, digital, and/or blended course setting. A broader understanding of online learning as social and interactive (e.g., Anderson & Elloumi, 2004) provides a theoretical grounding to understand the CoI framework for both course design as well as research. This chapter also describes key ideas that will be discussed in later chapters, including an overview of the Community of Inquiry framework, an overview of big data, learning analytics, predictive analytics, computational linguistics, social network analysis, and other conceptual ideas that foster analysis of online learners in large course settings or across programs. The authors offer a current understanding of the overall extant literature on the CoI framework as it relates to the key ideas since its conception around the year 2000. Additional readings are provided.

scholarly journals Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode

2020 ◽  
Vol 45 (3) ◽  
Author(s):  
Anne-Marie Lafortune ◽  
Sawsen Lakhal
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Nursing Program ◽  
Teaching Presence ◽  
Delivery Mode ◽  
Post Secondary ◽  
Face To Face ◽  
Significant Difference ◽  
Quantitative Results ◽  
Community Of Inquiry Framework

As more post-secondary institutions are turning to non-face-to-face course delivery modes to cater to the emerging needs of the student population, we have yet to find out whether students attending both at a distance and face-to-face have access to equal learning opportunities. A research was conducted in the nursing program taught in the blended synchronous delivery mode at the Cégep de la Gaspésie et des Îles over the winter 2017 semester. Using the Community of Inquiry framework and questionnaire elaborated by Garrison et al. (2000) and later revised by Shea and Bidjerano (2010), face-to-face (n=20) and at-a-distance (n=25) students’ perceptions of the four Community of Inquiry presences (teaching, social, cognitive and learner) were measured and compared. Results of the overall presences comparison reveal that face-to-face participants perceived a stronger teaching presence than students attending from a satellite site, while the distinctive elements of each presence reveal significant difference between students’ perceptions of the teaching, cognitive and learner presences. Additionally, students’ comments provide rich qualitative data that explain the quantitative results obtained.

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.

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