scholarly journals 10. Using the Community of Inquiry Theory to Assess Online Programs and Help Students to Analyze Their Learning

2020 ◽  
pp. 193-208
Author(s):  
Julie Watts
Keyword(s):  
Community Of Inquiry ◽  
Online Programs

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 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.

Developing a Sense of Community Through Engaging Platforms in Support of Online Graduate Students Socialization

2021 ◽  
pp. 1881-1895
Author(s):  
Amanda Eakins
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Professional Socialization ◽  
Graduate Programs ◽  
Graduate Schools ◽  
Online Programs ◽  
Equivalency Theory ◽  
Student Resources

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.

Developing a Sense of Community Through Engaging Platforms in Support of Online Graduate Students Socialization

2019 ◽  
pp. 156-175
Author(s):  
Amanda Eakins
Keyword(s):  
Graduate Students ◽  
Student Success ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Professional Socialization ◽  
Graduate Programs ◽  
Graduate Schools ◽  
Online Programs ◽  
Equivalency Theory ◽  
Student Resources

Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.

scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Open-ended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Openended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

Faculty Perspectives on Context, Benefits, and Challenges in Fully Online Graduate Adult Education Programs

2020 ◽  
pp. 104515952095946
Author(s):  
Mattyna L. Stephens ◽  
Joellen Coryell
Keyword(s):  
Adult Education ◽  
Community Of Inquiry ◽  
Graduate Programs ◽  
Study Data ◽  
Faculty Perspectives ◽  
Master's Programs ◽  
Online Programs ◽  
Teaching Online ◽  
Interview Research ◽  
Education Courses

The purpose of this study was to explore the perspectives of adult education faculty toward developing and teaching online adult education courses in their master’s programs to assist in our own transition to online adult education and to offer insight to others who may be interested in doing the same. Ten participants who work in fully online programs agreed to take part in this interpretive interview research. We coded and analyzed the data using the constant comparison and thematic analysis methods. Community of Inquiry was the framework guiding this study. Data analysis led to themes describing the contexts of these programs, meaningful benefits, noteworthy challenges, and insights and recommendations for instructors new to online adult education graduate programs. Implications and conclusions drawn from the study’s findings are presented.

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.

Does Community of Inquiry Predict Self-Regulation for Undergraduates in Online Classes?

2019 ◽  
Author(s):  
Jati Ariati ◽  
Mike Yough ◽  
Jane Vogler ◽  
William James ◽  
Jun Fu ◽  
...  
Keyword(s):  
Community Of Inquiry ◽  
Self Regulation ◽  
Online Classes
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