The Relation Between the Three Dimensions of the Community of Inquiry and the Learning Styles of Students in a Distance Education Programme

The aim of this work is to investigate the relation between the dimensions of the Community of Inquiry (COI) model, i.e. teaching, social and cognitive presence, and the students’ learning styles according to the model of Felder and Silverman [6]. A quantitative research was carried out involving 125 postgraduate students of the Hellenic Open University. The teaching presence was observed at a higher degree; in terms of the students’ learning styles the most prevalent were the sensing, visual and active styles. There was a significant positive correlation between the teaching and the cognitive presence as well as between the social and the cognitive presence. Finally, with regard to the correlation between the dimensions of the COI framework and the learning styles, the most significant correlations were observed between (a) the cognitive presence and the understanding of information and (b) the cognitive presence and the full set of learning styles.

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The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i04.5312 ◽

2016 ◽

Vol 11 (04) ◽

pp. 40 ◽

Cited By ~ 1

Author(s):

Hasnae Mouzouri

Keyword(s):

Learning Styles ◽

Learning Style ◽

Social Presence ◽

Community Of Inquiry ◽

Teaching Presence ◽

Perceived Learning ◽

Master's Students ◽

Personal Learning ◽

The Social ◽

Style Preferences

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was administered to a sample of Master’s students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students’ self-perceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students’ perceived learning styles with regard to some domains of the Felder and Silverman’s model and only two presences of the CoI framework: the social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students’ needs and thus foster effective learning.

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

TESOL and Technology Studies ◽

10.48185/tts.v2i1.175 ◽

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.

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The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts

Online Learning ◽

10.24059/olj.v25i2.2275 ◽

2021 ◽

Vol 25 (2) ◽

Author(s):

Mary K. Stewart ◽

Lyra Hilliard ◽

Natalie Stillman-Webb ◽

Jennifer M. Cunningham

Keyword(s):

Social Learning ◽

Social Presence ◽

Community Of Inquiry ◽

Writing Studies ◽

Cognitive Presence ◽

Teaching Presence ◽

First Year ◽

First Year Writing ◽

The Social ◽

Social Comfort

This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to “social presence,” “social comfort,” “attitude,” and “social learning.” They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.

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THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE

Online Learning ◽

10.24059/olj.v12i3.66 ◽

2008 ◽

Vol 12 (3) ◽

Cited By ~ 2

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.

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The teacher as leader: Effect of teaching behaviors on class community and agreement

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v14i5.1510 ◽

2013 ◽

Vol 14 (5) ◽

Cited By ~ 4

Author(s):

Beth Rubin ◽

Ronald Fernandes

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Online Courses ◽

Cognitive Presence ◽

Teaching Presence ◽

Teaching Behaviors ◽

Group Leaders ◽

Class Level ◽

Class Leaders ◽

Group Agreement

<p>This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders’ effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.</p><p>The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.</p>

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Fostering Social Presence in a Blended Learning Faculty Development Institute

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch018 ◽

2013 ◽

pp. 374-388

Author(s):

David S. Goldstein ◽

Carol Leppa ◽

Andreas Brockhaus ◽

Rebecca Bliquez ◽

Ian Porter

Keyword(s):

Blended Learning ◽

Social Presence ◽

Community Of Inquiry ◽

Faculty Members ◽

Cognitive Presence ◽

Teaching Presence ◽

Course Development ◽

Hybrid Course ◽

Blended Courses ◽

Development Institute

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a ten-week Hybrid Course Development Institute (HCDI) for faculty members from a variety of disciplines. The faculty experienced a blended format and developed courses based on the three components of the CoI framework: cognitive presence, teaching presence, and social presence, the last of which is particularly challenging to achieve. This chapter provides an overview of the HCDI structure, content, and assessment, and suggests ways to foster social presence in and beyond a blended learning institute for faculty members.

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The Characteristics of Successful MOOCs in the Fields of Software, Science, and Management, According to Students’ Perception

Interdisciplinary Journal of e-Skills and Lifelong Learning ◽

10.28945/3614 ◽

2016 ◽

Vol 12 ◽

pp. 247-266 ◽

Cited By ~ 1

Author(s):

Simona Holstein ◽

Anat Cohen

Keyword(s):

Community Of Inquiry ◽

Social Cognitive ◽

Cognitive Presence ◽

Teaching Presence ◽

Online Course ◽

Massive Open Online ◽

Course Success ◽

Massive Open Online Course ◽

Software Science ◽

Quantitative And Qualitative Methods

The characteristics of successful MOOCs were explored in this study. Thousands of student reviews regarding five xMOOCs (Massive Open Online Course) in the fields of software, science, and management were extracted from the Coursetalk website and analyzed by quantitative and qualitative methods using the Garrison, Anderson, and Archer (2000) Community of Inquiry (CoI) model. The 14 characteristics found to contribute to the success of MOOCs (e.g., teacher, atmosphere, exercise) were partitioned into the teaching, social, and cognitive presence elements. In addition, cluster analysis revealed five types of learners, based on the characteristics they mentioned for course success: atmosphere, exercise, teacher, exam, and unspecified. This divides learners into groups that may prefer social, cognitive, or teaching presence. The findings of this study negate the perception that xMOOCs mostly contain teaching presence elements. This research contributes to the understanding of characteristics that contribute to successful MOOCs and sheds light on the students, too. Listening to the voices of the students and the types of characteristics that they chose to mention, enables further exploration of their preferences and expectations regarding MOOCs and, accordingly, to future adaptation between students’ preferences and MOOC characteristics.

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ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES

Online Learning ◽

10.24059/olj.v11i1.1737 ◽

2019 ◽

Vol 11 (1) ◽

Cited By ~ 9

Author(s):

D. R. Garrison

Keyword(s):

Direct Instruction ◽

Social Presence ◽

Online Community ◽

Community Of Inquiry ◽

Social Cognitive ◽

Methodological Issue ◽

Cognitive Presence ◽

Teaching Presence ◽

Important Distinction ◽

Progressive Development

This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.The first issue is about shifting social presence from socio-emotional support to a focus on group cohesion (from personal to purposeful relationships). The second issue concerns the progressive development of cognitive presence (inquiry) from exploration to resolution. That is, moving discussion beyond the exploration phase. The third issue has to do with how we conceive of teaching presence (design, facilitation, direct instruction). More specifically, is there an important distinction betweenfacilitation and direct instruction? Finally, the methodological issue concerns qualitative transcript analysis and the validity of the coding protocol.

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Learner-Centered Design

Journal of Effective Teaching in Higher Education ◽

10.36021/jethe.v1i1.16 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-19

Author(s):

Sheri Stover ◽

Sharon Heilmann ◽

Amelia Hubbard

Keyword(s):

Social Presence ◽

Classroom Environment ◽

Quantitative Research ◽

Positive Impact ◽

Preliminary Evidence ◽

Cognitive Presence ◽

Teaching Presence ◽

Face To Face ◽

Level Of Satisfaction ◽

Learning Centered

This quantitative research study examined one instructor’s redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students’ perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence- Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students’ perceptions of TP (p = .021), SP-I (p < .001), SP-P (p < .001), CP (p = 002), and SAT (p = .022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students’ level of satisfaction score with TP having the highest level of prediction (β=.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT.

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Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework

Online Learning ◽

10.24059/olj.v23i1.1419 ◽

2019 ◽

Vol 23 (1) ◽

Cited By ~ 1

Author(s):

Patrick Dempsey ◽

Jie Zhang

Keyword(s):

Measurement Invariance ◽

Social Presence ◽

Community Of Inquiry ◽

Measurement Instrument ◽

Structure Study ◽

Cognitive Presence ◽

Teaching Presence ◽

Structural Relationships ◽

Online Experience ◽

Community Of Inquiry Framework

Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships amongst the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each multidimensional and higher-order constructs; (b) measurement invariance was fully achieved for gender and partially for age, ethnicity, discipline, and online experience; (c) structural relationships of the three main constructs—teaching presence, social presence, and cognitive presence—suggested potential psychometric adjustments. The teaching presence construct in particular should be reconstructed to appropriately reflect and measure the construct as conceptually defined—as a distribution of teaching responsibility and authority—as opposed to how it is currently operationalized in the community of inquiry instrument—as a centralization of responsibility and authority with the instructor.

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