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

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.

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

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

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.

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.

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

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.

scholarly journals Examining Emergency Remote Teaching Using the Community of Inquiry Framework

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.

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

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Wally Boston ◽  
Phil Ice ◽  
Sebastián R. Díaz ◽  
Jennifer Richardson ◽  
Angela M. Gibson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

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.

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 The switching mechanisms of social network densification

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Teruyoshi Kobayashi ◽  
Mathieu Génois
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Social Context ◽  
Social Interactions ◽  
Regime Switching ◽  
Face To Face ◽  
The Social ◽  
Switching Property ◽  
Distinctive Type ◽  
Insight Into

AbstractDensification and sparsification of social networks are attributed to two fundamental mechanisms: a change in the population in the system, and/or a change in the chances that people in the system are connected. In theory, each of these mechanisms generates a distinctive type of densification scaling, but in reality both types are generally mixed. Here, we develop a Bayesian statistical method to identify the extent to which each of these mechanisms is at play at a given point in time, taking the mixed densification scaling as input. We apply the method to networks of face-to-face interactions of individuals and reveal that the main mechanism that causes densification and sparsification occasionally switches, the frequency of which depending on the social context. The proposed method uncovers an inherent regime-switching property of network dynamics, which will provide a new insight into the mechanics behind evolving social interactions.

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.

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

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.

scholarly journals Creating Community in EdD Programs during COVID-19: Challenges, Strategies, and Opportunities

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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