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

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.

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

Online Learning ◽

10.24059/olj.v14i1.1636 ◽

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.

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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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Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

Education and Information Technologies ◽

10.1007/s10639-021-10670-5 ◽

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.

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Social Network Sites as Community Building Tools in Educational Networking

International Journal of e-Collaboration ◽

10.4018/ijec.2021100110 ◽

2021 ◽

Vol 17 (4) ◽

pp. 132-167

Author(s):

Salvatore Nizzolino ◽

Agustí Canals

Keyword(s):

Social Network ◽

Formal Education ◽

Community Of Inquiry ◽

Community Building ◽

Social Network Sites ◽

Research Approach ◽

Educational Context ◽

Compliance Requirements ◽

Educational Trend ◽

Community Of Inquiry Framework

This paper discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this work proposes a theoretical juxtaposition of the Community of Inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

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

Journal of Educational Technology Systems ◽

10.1177/00472395211062552 ◽

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.

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The Emergence of Social Presence in Learning Communities

Handbook of Research on E-Learning Methodologies for Language Acquisition ◽

10.4018/978-1-59904-994-6.ch002 ◽

2010 ◽

pp. 22-38

Author(s):

Antônio Carlos Soares Martins ◽

Junia de Carvalho Fidelis Braga

Keyword(s):

Online Learning ◽

Learning Communities ◽

Learning Environments ◽

Complexity Theory ◽

Social Presence ◽

Graduate Program ◽

Empirical Studies ◽

Human And Social Sciences ◽

Community Of Inquiry Framework

The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The Complexity of Learning Environments” in the Graduate Program in Applied Linguistics at Universidade Federal de Minas Gerais, Brazil. One of the major pillars of both studies centers around Complexity Theory. Initially arising from the natural sciences, Complexity Theory has been gaining ground in the comprehension of human and social sciences. This chapter presents some ideas regarding the role of social presence in both blended and online learning environments, in line with the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000). Moreover, the authors hope to contribute to a better understanding of patterns that emerge from social interactions as well as of the ideas embedded in learning communities as complex systems.

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Using the Community of Inquiry Framework to Scaffold Online Tutoring

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v18i2.2362 ◽

2017 ◽

Vol 18 (2) ◽

Cited By ~ 3

Author(s):

Xiaoying Feng ◽

Jingjing Xie ◽

Yue Liu

Keyword(s):

Social Presence ◽

Quantitative Methods ◽

Community Of Inquiry ◽

Critical Role ◽

Teaching Presence ◽

Qualitative And Quantitative Methods ◽

Online Tutoring ◽

Community Of Inquiry Framework ◽

Scaffolding Strategies ◽

High Degree

<p class="3">Tutoring involves providing learners with a suitable level of structure and guidance to support their learning. This study reports on an exploration of how to design such structure and guidance (i.e., learning scaffolds) in the Chinese online educational context, and in so doing, answer the following two questions: (a) What scaffolding strategies are needed to design online tutoring, and (b) How should different levels of scaffolding intensity be emphasized in different stages of online tutoring in such educational contexts? A model for online tutoring using the Community of Inquiry framework was developed and implemented in this study. It focused attention on both the critical role of the tutor in online learning and the importance of scaffolding in online tutoring. Both qualitative and quantitative methods were used to collect data, including questionnaires, interviews, and content analysis. In considering the variation of scaffolding throughout the online course, results showed that: (a) As long as a high degree of social presence is established in the initial phase, scaffolds for social presence can be withdrawn gradually throughout the course; (b) High-intensity teaching presence is much more important in the mid-phase of the course than in other phases; (c) “Discourse facilitation” should be emphasized for teaching presence in the mid-phase, while “direct instruction” scaffolding is needed in the last phase; and (d) The greatest need for scaffolding of cognitive presence occurs in the final phase of the course.</p>

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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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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.v12i3-4.1680 ◽

2019 ◽

Vol 12 (3-4) ◽

Author(s):

Zehra Akyol ◽

Randy Garrison

Keyword(s):

Social Presence ◽

Community Of Inquiry ◽

Social Cognitive ◽

Cognitive Presence ◽

Teaching Presence ◽

Perceived Learning ◽

Significant Relationships ◽

Survey Results ◽

Community Of Inquiry Framework ◽

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 to understand the progression and integration of each of the Community of Inquiry presences. The results indicated a 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. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.

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