Community of Inquiry Research Today

2018 ◽  
pp. 1-14
Keyword(s):  
Computational Linguistics ◽  
Learning Analytics ◽  
Community Of Inquiry ◽  
Course Design ◽  
Predictive Analytics ◽  
Online Learners ◽  
Community Of Inquiry Framework ◽  
Year 2000 ◽  
Blended Course ◽  
A Current

The Community of Inquiry framework provides a three-fold and multi-faceted way to consider effectiveness within an online, digital, and/or blended course setting. A broader understanding of online learning as social and interactive (e.g., Anderson & Elloumi, 2004) provides a theoretical grounding to understand the CoI framework for both course design as well as research. This chapter also describes key ideas that will be discussed in later chapters, including an overview of the Community of Inquiry framework, an overview of big data, learning analytics, predictive analytics, computational linguistics, social network analysis, and other conceptual ideas that foster analysis of online learners in large course settings or across programs. The authors offer a current understanding of the overall extant literature on the CoI framework as it relates to the key ideas since its conception around the year 2000. Additional readings are provided.

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

The Role of Learner in an Online Community of Inquiry

2009 ◽  
pp. 1-14 ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison ◽  
Ellen Kinsel
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Design And Technology ◽  
Graduate Degree ◽  
Online Learners ◽  
Self Identity ◽  
Graduate Degree Programs ◽  
First Time

Learners experiencing an online educational community for the first time can explain the adjustment required for participation. Findings from a study of adjustment to online learning environments validate differences found in 3 presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in 2 graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of learner role requirements in an online community of inquiry. Five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first-time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

scholarly journals RESEARCH ON ONLINE LEARNING

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Karen Swan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Community Of Inquiry ◽  
Large Data ◽  
Research Literature ◽  
Large Data Sets ◽  
Future Research ◽  
Data Sets ◽  
Community Of Inquiry Framework ◽  
Blended Course

The second session of the Sloan-C Summer Workshop focused on research and how it might help us meet this challenge. In particular, presenters in this session were charged with addressing what the research to date can tell us about student, faculty and institutional change, what directions for future research seem most promising, and what we really need to do to move research on online learning to more rigorous and more informative levels.The papers they wrote are collected in this section. They include: a critical review of what the research literature can tell us about blended learning relative to each of Sloan-C’s five pillars of quality in online learning; two papers on one of the more promising lines of research in online learning, research involving the Community of Inquiry framework; an intriguing look at what very large data sets and innovative methodologies can tell us about our students and their reactions to blended course offerings; and an equally provocative thought piece on research on online learning in general which asks us to reconsider how we frame that enterprise, arguing that research on online education might generate more meaningful outcomes. The papers are both informative and thought-provoking, and although they may generate more questions than they answer, they clearly suggest directions for future research that could move ourunderstanding of online education forward in interesting and important ways.

scholarly journals A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Norman Vaughan ◽  
Randy Garrison
Keyword(s):  
Blended Learning ◽  
Community Of Inquiry ◽  
Lessons Learned ◽  
Student Perspective ◽  
Course Redesign ◽  
Inquiry Process ◽  
Leadership Support ◽  
Community Of Inquiry Framework ◽  
Blended Course

This article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program.

scholarly journals Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Catherine A Honig ◽  
Diane Salmon
Keyword(s):  
Community Of Inquiry ◽  
Social Cognitive ◽  
Course Design ◽  
Learning Context ◽  
Peer Monitoring ◽  
Learner Centered ◽  
Stimulated Recall ◽  
Course Experience ◽  
Learner Perceptions ◽  
Community Of Inquiry Framework

In the present study we explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences—teaching, social, cognitive presence—we add to a line of research on a potential fourth presence, learner presence. We employed a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners’ presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction. 

Role Adjustment for Learners in an Online Community of Inquiry

2011 ◽  
pp. 1814-1827
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison ◽  
Ellen Kinsel
Keyword(s):  
Online Learning ◽  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Teaching Presence ◽  
Design And Technology ◽  
Graduate Degree ◽  
Online Learners ◽  
Self Identity ◽  
Graduate Degree Programs

This study outlines the process of adjustment learners experience when first participating in an online environment. Findings from a pilot study of adjustment to online learning environments validate differences found in three presences in an online community of inquiry. Using pre- and post-questionnaires, students enrolled in entry-level courses in two graduate degree programs at Athabasca University, Canada, describe their adjustment to online learning. Responses were analyzed in relation to the elements of cognitive, social, and teaching presence, defined by Garrison, Anderson, and Archer (2000) as core dimensions of student role requirements in an online community of inquiry. In each of these presences, five areas of adjustment characterize the move toward competence in online learning: interaction, self-identity, instructor role, course design, and technology. Student comments provide understanding of the experience of first time online learners, including the challenges, interventions, and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made.

scholarly journals Instructor Impact on Differences in Teaching Presence Scores in Online Courses

2021 ◽  
Vol 22 (3) ◽  
pp. 55-76
Author(s):  
Holly Fiock ◽  
Yukiko Maeda ◽  
Jennifer C. Richardson
Keyword(s):  
Instructional Design ◽  
Process Model ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Course Design ◽  
Online Courses ◽  
Teaching Presence ◽  
Future Research ◽  
Constructivist Learning Environment ◽  
Community Of Inquiry Framework

Using three interdependent constructs: social, cognitive, and teaching presence, the Community of Inquiry framework is a theoretical process model of online learning. Specifically, teaching presence contains three sub-elements—(a) facilitation of discourse, (b) direct instruction, and (c) instructional design and organization—that work together to create a collaborative-constructivist learning environment. Data from the Community of Inquiry survey from 160 learners in 11 course sections were analyzed using a one-way analysis of variance (ANOVA) to determine whether statistically significant differences existed in teaching presence scores between sections of two online courses with identical course design taught by different instructors. Results showed significant differences between individual instructors’ teaching presence scores for each of the two courses. Specifically, significant differences were found in each sub-element of teaching presence except for one course’s instructional design and organization. Conceptual and methodological explanations of the findings are provided, and implications and suggestions for future research are discussed.

The Role of Learner in an Online Community of Inquiry

2010 ◽  
pp. 167-184 ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Randy Garrison
Keyword(s):  
Online Community ◽  
Community Of Inquiry ◽  
Course Design ◽  
Point Of View ◽  
Student Adjustment ◽  
Online Learners ◽  
Self Identity ◽  
Instructor Role ◽  
Modes Of Interaction

Students experiencing an online educational community for the first time experience adjustment in the role of learner. Findings from a study of adjustment to online learning from the instructor’s point of view validate five main areas of adjustment identified in previous research: technology, instructor role, modes of interaction, self-identity and course design. Using a confirmatory research model, instructors from two open and distance institutions were interviewed. Data confirmed that instructors also perceive adjustment in the five areas of online experience identified by students. In addition, student adjustment in these five areas can be understood in light of core dimensions of learner role requirements in an online community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provide understanding of the experience of online learners, including the challenges, interventions and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made. Funding for this research was received from the Athabasca University Mission Critical Research Fund.

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