Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery (original) (raw)
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Education and Information Technologies
Researchers continue to extend the community of inquiry (COI) framework, highlighting its utility in online and blended learning environments for providing a successful learning experience. Recent studies have added the learning presence dimension to the classic COI framework which contains teaching, social, and cognitive presences, to represent online students’ traits of self-regulation. However, there is a need to examine whether this additional presence structurally represents relationships with other COI presences. Attempting to fill this gap, this study examines the statistical structure of the extended COI framework (integrating the classic COI presences with the additional learning presence) as well as the structural path between the four presences, using confirmatory factor analysis (CFA). Data were collected from 205 undergraduate students who were enrolled in blended courses during the COVID-19 pandemic. Study findings revealed that learning presence has strong correlation...
Computers & Education, 2010
In this paper we examine the Community of Inquiry framework suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two-and fouryear institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label "learning presence". We suggest that learning presence represents elements such as selfefficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments.
Development of a community of inquiry in online and blended learning contexts
Procedia - Social and Behavioral Sciences, 2009
This paper discusses findings of a mixed method research project with the goal to study the development of a community of inquiry in online and blended learning environments. A graduate course delivered online and blended format was the focus of the study. Data was gathered from the Community of Inquiry Survey and transcript analysis of online discussions to explore the developmental differences on each presence (social, teaching and cognitive). The results showed: significant differences on social and cognitive presence between two course formats and higher perceptions of the presences in blended course.
Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning
International Journal of Learning, Teaching and Educational Research
Students often feel isolated when they do blended learning courses and they do not always have the necessary skills to work on their own. Blended learning courses need to be thoughtfully planned to actively involve students in the learning processes. Cooperative learning is an active teaching strategy that can assist students to engage in online and blended courses and is known to promote self-directed learning. The communities of inquiry framework is often used as a framework to design blended learning. In this study, we focused on an additional dimension of the communities of inquiry framework, namely courses learning presence, which is closely linked with self-directed learning skills. In this basic qualitative study, semi-structured interviews were conducted with post-graduate Mathematics Education students (n = 8) to establish their experience of the cooperative blended learning course. Data were coded and analysed using a deductive approach. The aim of this article is to descr...
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.
Establishing a Learning Presence
Technology-Supported Teaching and Research Methods for Educators, 2019
Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.
Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry
The advent of the World Wide Web has drastically changed the learning environment for students and instructors both inside and outside the classrooms of today's institutions of higher education. The practice of faculty transferring knowledge to their students solely by in-class lectures and discussions has become out dated. In turn, instructors must come to the realization that the Internet, much like overhead projectors and chalkboards of the past, can now be used as a pedagogical tool to increase the engagement of their students in a "community of inquiry," both inside and outside of today's modern classrooms (p. 2). In their book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, Norman D. Vaughan, Martha Cleveland-Innes, and D. Randy Garrison build on these arguments and the previous work done by Garrison and Vaughan in their book Blended Learning in Higher Education (2008). Vaughan, Cleveland-Innes, and Garrison offer instructors a step-by-step guide to how blended learning can increase engagement, interaction, and collaboration in higher education. The ultimate goal of the work is to improve teaching in higher education through the development of blended learning environments that focus on design, facilitation, direction, and assessment. This, in turn, will create and sustain productive communities of inquiry that will benefit everyone engaged in positive learning experiences. Teaching in Blended Learning Environments is not solely a treatise on how 21 st-century instructors must use technology for the betterment of the community of inquiry they are attempting to develop. Nor is this a work that dismisses the instructor as the core of the community of inquiry. Instead, this work goes beyond blending face-to-face learning with the use of technology by positioning the instructor as the designer, facilitator, and director of the blended learning environment. The authors provide readers with a step-by-step instructional manual on how to apply the principles of blended learning in practical settings by combining face-to-face learning strategies with online learning strategies. The book begins with seven principles associated with productive undergraduate teaching, which include: 1. Encourage contact between students and faculty; 2. Develop reciprocity and cooperation among students;
Electronic Journal of e-Learning
Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students’ perceived learning. This study adopts a mixed‑method approach to investigate students’ perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = .51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves...
An extended community of inquiry framework supporting students in online and digital education
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 2024
In response to the COVID-19 pandemic, universities across the world were forced to move from a classroom-based delivery model to an online learning model which heavily disrupted the learning process for students. Despite proactive efforts for academic staff to embrace online teaching tools and techniques, the pressing urgency with which solutions were implemented raised concerns about the competence of academic staff to deliver online education effectively, the capabilities of digital tools and technologies required for different topics, and the quality of students’ learning experiences. Within a university postgraduate setting, this research adopts the Community of Inquiry (CoI) framework to explore the social presence, teaching presence, and cognitive presence as essential elements facilitating the educational experiences of 100 students within an online learning environment. The findings expand current literature by proposing a revised CoI framework, the Digital Community of Inquiry Framework, to highlight an additional need, that of ‘self-presence’.