Re-evaluation of community of inquiry model with its metacognitive presence construct (original) (raw)
Related papers
2021
This study advances the emerging research on shared metacognition through the lens of the Community of Inquiry Framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring to the fore an instructional design model and instructional design principles. A three-cycle Design-Based Research method was followed in two cases of university students (associate degree and graduate degree) by triangulating quantitative and qualitative data. As data collection tools, a coding scheme was developed to code utterances of collaborative group discussion posts, the Shared Metacognition Questionnaire was adapted in Turkish, and one-to-one and focusgroups interview protocols were developed to collect self-reported data. Quantitative data were interpreted through descriptive, inferential statistics, and qualitative data were interpreted by an open/selective coding process. The findings pointed out that the Community of Inquiry Framework presented a powerful theoretical ground to investigate and also distinguish cognitive, social, and teaching presence episodes from shared-metacognition episodes. Orientation-Planning, Monitoring, and Evaluation-Reflection were proved as three main components of the sharedmetacognition construct in online collaborative learning settings. This study further advances the specification of each component from the group related (collaboration) vi regulative actions and task (content/comprehension) related regulatory actions. Besides modeling the shared metacognition construct, six instructional design principles were offered to be used by practitioners and instructional designers to prepare online collaborative courses based on the offered model and CoI framework.
The development of critical thinking is a rationale for higher education and an important aspect of online educational discussions. A key component in most accounts of critical thinking is to evaluate the tenability of claims. The community of inquiry framework is among the most influential frameworks for research on online educational discussions. In this framework, cognitive presence accounts for critical thinking as progress through the following phases of inquiry: triggering event, exploration, integration, and solution This article discusses the cognitive presence construct as a tool for measuring critical thinking. The article traces the philosophical inspirations of the community of inquiry framework and discusses the construct validity of the cognitive presence construct. Empirical findings enabled by the framework are briefly reviewed and discussed. The author argues that since the cognitive presence construct only to a limited degree addresses the discussants’ evaluation of a claim’s tenability, the construct possesses weaknesses for assessing critical thinking in discussions. In making this claim, the article contributes to methodological and theoretical discussions about research on critical thinking in online educational discussions.
The Journal of Educators Online, 2019
An online discussion forum has the potential to facilitate collaborative learning that improves students' critical thinking. To explain the collaborative online learning experience, the Community of Inquiry (CoI) model has been proposed by a group of researchers. The model captures an in-depth and meaningful collaborative online learning process as the dynamics of social presence, cognitive presence, and teaching presence. Experts agree that collaborative learning using an online discussion forum requires different skills as compared to face-to-face learning activities. Currently available research on how to develop e-learning skills is still limited. This study aims to propose a training strategy of the CoI model by using the cognitive apprenticeship approach. The training is integrated with Linear Algebra classes involving 89 first-year Computer Science students at a large public university in Indonesia. The students were divided into two classes, each designed with a different learning experience. The metacognitive ability of students with the CoI training increased. They were exposed to the different learning strategies of other participants, which encouraged them to change their own strategy if needed. There was no significant change of metacognitive ability in the students who did not participate in the training. The average scores of the midterm and final exams of both classes did not differ significantly; however, students with the CoI training gave better answers to open questions that required them to argue their answer.
Internet and Higher Education
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element -learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.
Reconceptualizing the community of inquiry model : Exploratory and confirmatory analysis
2014
Constructs that require significant additional conceptualization within the community of inquiry model for online learning include the selfand co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the CoI model by addressing this gap empirically. Quantitative content analysis and social network analysis were used with online discussion transcripts to identify qualities of the discourse in student led activities. The analysis focused on the three original presences of the model (social, teaching, and cognitive presences) and learning presence, a recent addition to the model. First, frequencies of all four presences were calculated to quantify patterns in online discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students’ positions of influence and prestige were analyzed in relation to their expressions of the four forms...
A Constructivist Approach to Online Learning: The Community of Inquiry Framework
This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey’s progressive understanding of education. The CoI framework is a process model of online learning which views the online educational experience as arising from the interaction of three presences – social presence, cognitive presence, and teaching presence. Each of these three elements in the CoI model are described and related to Dewey’s work, and research findings and issues concerning them reviewed. The development of a common CoI survey measure that promises to address some of these issues is described and discussed. The chapter concludes with emerging findings from new studies which use the CoI survey, directions for future research, and practical uses of the CoI model.
Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course
Online Learning
This study explored students’ perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected through CoI survey instrument and shared metacognition questionnaire online survey.The findings revealed that students perceived cognitive presence is higher and less variable among three online presences and metacognition in online CBI. The correlation between two interdependent dimensions of metacognition (self-regulation and co-regulation) was significantly high. Also, co-regulation showed stronger relationships with the three online presences (social, teaching, and cognitive) than self-regulation. Additionally, social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive pres...
Computers & Education, 2009
In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. Results indicate that the survey items cohere into interpretable factors that represent the intended constructs. Further it was determined through structural equation modeling that 70% of the variance in the online students' levels of cognitive presence, a multivariate measure of learning, can be modeled based on their reports of their instructors' skills in fostering teaching presence and their own abilities to establish a sense of social presence. Additional analysis identifies more details of the relationship between learner understandings of teaching and social presence and its impact on their cognitive presence. Implications for online teaching, policy, and faculty development are discussed.
Designing a Community of Inquiry in Online Courses
The International Review of Research in Open and Distributed Learning, 2020
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen's (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.
Contemporary Educational Technology, 2017
The purpose of this study, with reference to Community of Inquiry, is to evaluate the comparative effectiveness of Learning activities based on Online Inquiry differentiating as Open and Guided Inquiries. This study employs mixed research method and explanatory design. The data were collected with the Community of Inquiry Index and the Student Process Survey. According to the Community of Inquiry index results, scores of all guided inquiry students in terms of the scale were higher at a statistically significant level than those of open group. Similarly, regarding the subscales of community of inquiry index teaching presence and cognitive presence factor scores were higher in favor of the guided inquiry students. There is no significant difference between the social presence scores of the groups. Obtained qualitative data also support this result. According to these findings, we can arrive at the conclusion that, within the scope of Community of Inquiry, the students in the guided inquiry group had a more efficient working process than the students in the open inquiry group.