Development of a community of inquiry in online and blended learning contexts (original) (raw)
Related papers
Online and blended communities of inquiry: Exploring the developmental and perceptional differences
… Review of Research in Open and …, 2009
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.
Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery
Online Learning, 2017
This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.
Development of a community of inquiry using blended learning and socioscientific issues
ASTE 2013: Charleston, SC , 2013
The concept of blended learning has become popular in secondary and tertiary education over the last decade. A majority of students are expected to take classes either in the blended or fully online format in the next decade. One framework for blended teaching that has become popular recently is the idea of the "flipped classroom," in which lecture materials are delivered online, while traditional homework assignments are completed in class. A second framework for effective online learning, the Community of Inquiry (CoI), was developed. Three dimensions of CoI are cognitive presence, teacher presence, and social presence. The dimensions of CoI also provide a framework for effective face to face teaching, particularly within the socioscientific issues framework. This presentation will describe the CoI framework within the context of science education in general, and within the context of socioscientific issues in particular.
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.
Australasian Journal of Educational Technology, 2016
With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was administered to 167 polytechnic students (aged between 17 and 24) enrolled in a nutrition course in a polytechnic in Singapore. Results from path analysis confirmed the hypothesised relationships among the three elements of the CoI framework (i.e., social, teaching, and cognitive) and students’ learning-related outcomes (i.e., satisfaction, continuous academic-related online performance, and academic achievement). However, only the cognitive element had a direct relationship with continuous academic-related online performance and satisfaction...
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.
This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model’s theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchicalregression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.
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.
Creating Effective Communities of Inquiry in Online Courses
Procedia - Social and Behavioral Sciences, 2013
Based on a collaborative and socio-constructivist approach to online education, the Community of Inquiry (CoI) model emphasizes creating an effective learning environment where students feel a connection with other learners and the instructor and engage in well-designed collaborative learning activities. The CoI framework has been borne out to be an effective framework for online teaching as well as conducting research on online education. This paper not only introduces the CoI framework, but also discusses the implications of creating effective communities of inquiry.