scholarly journals COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Yui-yip Lau ◽  
Yuk Ming Tang ◽  
Ka Yin Chau ◽  
Lina Vyas ◽  
Andres Sandoval-Hernandez ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Community ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Academic Disciplines ◽  
Significant Difference

The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.

scholarly journals The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students

2021 ◽  
Vol 2 (1) ◽  
pp. 65-78
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Amierah Syazwaniey Rosli
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Educational Experience ◽  
Research Tool ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Classes ◽  
The Social

Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

The Community of Inquiry and Emotional Presence

2018 ◽  
Vol 29 (2) ◽  
pp. 53-61 ◽  
Author(s):  
Robin A. Majeski ◽  
Merrily Stover ◽  
Teresa Valais
Keyword(s):  
Emotional Intelligence ◽  
Online Learning ◽  
Emotional Expression ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Empirical Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Relationship Of

The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

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.

scholarly journals Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Mei Jiang ◽  
Katie Koo
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Community ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Online Learning Community ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

Ensuring Presence in Online Learning Environments

2016 ◽  
pp. 350-376
Author(s):  
Eunice Luyegu
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Critical Reflection ◽  
Community Of Inquiry ◽  
Course Design ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Online Learning Environments

Online learning in higher education has rapidly grown in recent years and has become the norm. However, pedagogical aspects on online learning environments are still developing. This chapter focuses on one foundational aspect of online and blended learning known as presence. First, the concept of presence in online learning is described i.e. teaching presence, social presence, and cognitive presence. Secondly, strategies for ensuring presence are discussed from different angles: course design, course instructors and course facilitators, and course participants. Thirdly, the implications for future research are outlined. This chapter enhances the research on the Community of Inquiry (CoI) framework a useful guide to the design of learning experiences that support learners' critical reflection and engagement within collaborative online learning environments.

scholarly journals Designing a Preliminary Model of Coaching Pedagogy for Synchronous Collaborative Online Learning

2021 ◽  
Vol 15 ◽  
pp. 183449092199143
Author(s):  
Päivi Timonen ◽  
Heli Ruokamo
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Literature Review ◽  
Online Education ◽  
Systematic Literature Review ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Practical Implementation ◽  
Community Of Inquiry Framework

In recent years, webinar platforms have been broadly utilized in online learning where students meet one another synchronously online. This research’s underlying value is its recognition of the utmost importance of the awareness that online learning is a social process, as is all learning. This study aims to find out what kinds of synchronous collaborative online coaching pedagogy models have been used in previous research and proceeds to construct a preliminary pedagogical model for a coaching pedagogy for synchronous collaborative online learning (CPSCOL). The methods comprise a systematic literature review and qualitative-data and theory-driven content analysis. Through the systematic literature review, peer-reviewed articles spanning 2014–2018 are carefully examined. The results identify the following pedagogical framework, theory, and model combinations for synchronous collaborative online learning: the Community of Inquiry framework, including social, cognitive, and teaching presence; social presence in conjunction with the media synchronicity theory or the broaden-and-build theory, or the 4E Learning Cycle (engagement, exploration, explanation, and extension); no specific pedagogy; problem-based learning with Community of Inquiry framework or FISh (focus, investigate, and share); collaborative learning and collaborative learning connected to social presence; Carpe Diem with the Five-Step Model; and coaching pedagogy. The preliminary results indicate a scarcity of research on synchronous coaching pedagogy in online education. Consequently, the CPSCOL model for collaborative online learning, including cognitive, social, and teaching presence, is introduced to formulate a new perspective regarding webinar pedagogy. The process of learners, skills, and competences should factor in the pedagogical methods designed by a coach (teacher), and the results show that webinar pedagogy enables and enhances active collaborative learning and knowledge construction in groups. In addition, 18 CPSCOL principles of practice have been developed to support the practical implementation of the CPSCOL model.

scholarly journals The Perceptions of English Preparatory School Instructors on Online Education through the Community of Inquiry in the Covid-19 Process

2021 ◽  
pp. 524-561
Author(s):  
Sabire Akay ◽  
Kürşat Gültekin ◽  
Eda Şafak ◽  
Sueda Çakir ◽  
Ayşegül Liman
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Preparatory School ◽  
Advantages And Disadvantages ◽  
Prep School

The purpose of this study is to investigate the perceptions and experiences of English preparatory school instructors from the perspective of the Community of Inquiry (CoI) framework in online education settings during the Covid-19 pandemic. The study employs a mixed-methods research design, specifically concurrent triangulation design. The quantitative phase of the study includes a survey completed by 140 prep school instructors using snowball sampling. The survey examines the perceptions of participants concerning the three elements of the community of inquiry, teaching presence, social presence and cognitive presence, as well as the challenges the participants faced during online education. The qualitative phase comprises semi-structured interviews with 6 of the participants who took the survey. The interview questions focus on the advantages and disadvantages of online education along with the participants’ efforts to create interaction in their classes. Data from the survey were analysed using SPSS in the form of descriptive statistics with means, percentages and standard deviations. The interviews were recorded, transcribed and coded through thematic content analysis. The results of the survey indicate that while a slightly significant positive correlation was found between overall COI, teaching presence and social presence with online teaching experience, no significant correlation was found between online teaching experience and cognitive presence with an r score close to .0. Furthermore, prep school instructors create interaction during online teaching using collaborative tasks, Web 2.0 tools and personal information from students. The findings from the interviews suggest the following emerging themes: assessment and feedback, social interaction and getting to know students, convenience, technical problems, and attendance issues.

A Constructivist Approach to Online Learning

2009 ◽  
pp. 43-57 ◽  
Author(s):  
Karen Swan ◽  
D.R. Garrison ◽  
Jennifer C. Richardson
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Process Model ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Constructivist Approach ◽  
Research Findings ◽  
Survey Measure

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey’s progressive understanding of education. The CoI framework is a process model of online learning which views the online educational experience as arising from the interaction of three presences – social presence, cognitive presence, and teaching presence. Each of these three elements in the CoI framework are described and related to Dewey’s work, and research findings and issues concerning them reviewed. The development of a common CoI survey measure that promises to address some of these issues is described and discussed. The chapter concludes with emerging findings from new studies which use the CoI survey, directions for future research, and practical uses of the CoI framework.

scholarly journals An Analysis of Discipline and Personality in Blended Environments

2020 ◽  
Vol 46 (1) ◽  
Author(s):  
Chan Chang Tik
Keyword(s):  
Experimental Design ◽  
Personality Traits ◽  
Social Presence ◽  
Personality Trait ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Factorial Anova ◽  
Significant Difference ◽  
Main Effects

The purpose of the study is to investigate the interaction between discipline and personality in a blended classroom using the community of inquiry model. To this end, a factorial ANOVA is used to determine the main effects of the high and low of each personality trait as well as the four different clusters of discipline on the presences. The study used a non-experimental design to gather data. A total of 12 lecturers and 408 students from three institutions were involved. The results indicate that there is a significant difference in teaching presence between the hard-applied and hard-pure as well as the hard-applied and soft-pure disciplines only for the conscientiousness personality. Correspondingly, there is a significant difference in social presence between the hard-applied and soft-pure disciplines across all the five personality traits. However, there is no significant difference in cognitive presence for all the discipline clusters across all the personality traits.

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.

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