scholarly journals Exploring E-Learning Community of Inquiry Framework for Engineering Education

2022 ◽  
Vol 15 (1) ◽  
pp. 619-632
Author(s):  
Endina Putri Purwandari ◽  
◽  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
◽  
...  
Keyword(s):  
Engineering Education ◽  
Learning Community ◽  
Community Of Inquiry ◽  
E Learning ◽  
Community Of Inquiry Framework

The Community of Inquiry Framework

2010 ◽  
pp. 75-89 ◽  
Author(s):  
Heather Mac Neill ◽  
Scott Reeves ◽  
Elizabeth Hanna ◽  
Steve Rankin
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Social Presence ◽  
Interprofessional Education ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Health And Social Care ◽  
E Learning ◽  
Potential Benefits ◽  
Community Of Inquiry Framework

Many in the online learning field now promote the need for a social presence online, in addition to cognitive and teaching presence, in order to fully realize benefits of online learning. In this regard, two important concepts arise when adopting e-learning: community and collaboration. Within healthcare there has been a recent push towards interprofessional education (IPE). IPE is an approach in which health and social care professionals come together to learn “with, from and about each other”. In this chapter the authors discuss the background of healthcare IPE and online learning. They examine the potential benefits and limitations of both IPE and e-learning as well as issues related to combining these approaches. They will discuss the theory of ‘communities of inquiry’ and apply a modified version of it as a way to think about and create online IPE. Lastly, the authors introduce an ongoing innovative healthcare e-learning project in Canada that was based on this theory and has focused on bringing together both IPE and online learning using the “build-a-case” method.

With the Likeness and Voice of Mentor

2017 ◽  
pp. 435-459
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Space ◽  
Real People ◽  
Online Distance Learning ◽  
Community Of Inquiry Framework ◽  
Online Distance ◽  
Communities Of Inquiry

Online distance learning environments are increasingly designed and facilitated using a Community of Inquiry framework, which promotes participant presence, encourages social interaction and exchange, and develops a sense of community. Communities of inquiry recognize the participation of real people, acknowledge their individuality, and engage them in a communal endeavor. However, sometimes communities of inquiry do not adequately meet the specific learning expectations and individual goals of participants. This chapter explores the author's quest to enhance a community of inquiry to make it more responsive to international students, skeptical about online distance learning and acutely focused on writing their undergraduate dissertations. The solution was to embed a one-on-one mentoring facility within the learning space thereby allowing students to receive personal guidance and support. The chapter considers Communities of Inquiry, social presence, and what is considered an innovative use of e-mentoring to support individuals within a broader learning community.

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.

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.

Exploring the learning potential of online gaming communities: An application of the Game Communities of Inquiry Scale

2021 ◽  
pp. 146144482110271
Author(s):  
Enrico Gandolfi ◽  
Richard E Ferdig ◽  
Ilker Soyturk
Keyword(s):  
Community Of Inquiry ◽  
Meaningful Learning ◽  
Online Gaming ◽  
Learning Potential ◽  
Online Questionnaire ◽  
Online Participation ◽  
Socially Constructed ◽  
Community Of Inquiry Framework ◽  
Gaming Communities ◽  
Validated Instrument

Online gaming is becoming increasingly social and interconnected. Millions of players learn from each other in game-related communities on platforms like Reddit and Twitch.tv. However, few studies have been conducted to examine socially constructed learning in such environments. The purpose of this study was to explore learning in game-related communities using the Game Community of Inquiry Scale (GCoIS). GCoIS is a validated instrument inspired by the community of inquiry framework and developed for measuring constructed learning in these outlets. Over 1000 participants completed an online questionnaire that included the GCoIS and additional variables (e.g. demographics, gaming habits, and gaming metacognition) for measuring possible associations. Results pointed to gender, age, online participation, and metacognition about gaming as significant predictors of GCoIS. Findings suggest that gaming communities can serve as opportunities for meaningful learning when novice members are welcomed and assisted by experts and support is given to older and female gamers.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

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.

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
Vol 17 (4) ◽  
pp. 132-167
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This paper discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this work proposes a theoretical juxtaposition of the Community of Inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

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