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- Arbaugh, J.B, et al.
(author)
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Developing a community of inquiry instrument : testing a measure of the Community of Inquiry framework using a multi-institutional sample
- 2009
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In: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
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Journal article (peer-reviewed)abstract
- This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
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- Cleveland-Innes, Marta, et al.
(author)
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Higher education and post-industrial society: New ideas about teaching, learning, and technology
- 2010
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Conference paper (peer-reviewed)abstract
- Online learning offers the opportunity to examine and rethink the teaching and learning enterprise in education broadly. Online learning can be conceived of as the new distance education, where issues such as interaction and dialogue are introduced back into the distance education model. However, regardless of education delivery mode – face-to-face, online, distance or some combination through blended learning – teaching (and learning) is changing. Online learning, whether synchronous or asynchronous, offers a range of pedagogical practices previously unavailable in both distance and face-to-face higher education.
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| 6. |
- Cleveland-Innes, Marta, et al.
(author)
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Learner independence and interdependence in online communities of inquiry : The case for teaching presence
- 2007. - 13
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In: Exemplary research in distance education, e-learning, and on related competence issues. - : Bibliotheks- und Informationssystem der Universität Oldenburg. ; , s. 91-107
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Conference paper (peer-reviewed)abstract
- Historically, a core value of distance education has been independent study shaped by oftenrigorous design protocols and support structures of the educational institution. However, morerecently, distance education appears to be in a process of re-examining the teaching and learningprocess. Peters (2002) states that education in general is experiencing a “radical and far-reachingrestructuring process …” (p. 26) and will have a disproportionate effect on distance education.According to Peters (2002), “the digital revolution has already begun and is well underway indistance education” (p. 34). Much of this centers around access and interactivity and “how usefulit is to become members of virtual communities of students” (Peters, 2002, p. 35). What is notclear is the exact nature of these interactions and communities and how these changes will modifythe core value of distance education – learner independence.The core question here is: to what degree should online distance education hold to the ideal ofindependent study? An argument is made for the importance of considering both learner independenceand interdependence in an online learning environment. Evidence is presented regarding theimportance of teaching presence in the determination of the role of online learner, particularly asit relates to independence and interdependence. Novice online learners and their instructors werequestioned regarding their reaction to the experience of being online. Responses were examinedin relation to the perceived need for learner independence and interdependence in onlinecommunities of inquiry.
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| 7. |
- Cleveland-Innes, Marta, et al.
(author)
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The role of learner in an online community of inquiry : Instructor support for first time online learners
- 2009
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In: Web-Based Learning Solutions for Communities of Practice. - : IGI Global. - 9781605667119 - 1605667110 ; , s. 167-184
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Book chapter (peer-reviewed)abstract
- Students experiencing an online educational community for the first time experience adjustment in therole of learner. Findings from a study of adjustment to online learning from the instructor’s point ofview 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, instructorsfrom two open and distance institutions were interviewed. Data confirmed that instructors also perceiveadjustment in the five areas of online experience identified by students. In addition, student adjustmentin these five areas can be understood in light of core dimensions of learner role requirements in anonline community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provideunderstanding of the experience of online learners, including the challenges, interventions and resolutionsthat present themselves as unique incidents. Recommendations for the support and facilitation ofadjustment are made. Funding for this research was received from the Athabasca University MissionCritical Research Fund.
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| 9. |
- Garrison, D.R, et al.
(author)
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Critical factors in student satisfaction and success : Facilitating student role adjustment in online communities of inquiry
- 2004
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In: Elements of quality online education. - : Sloan Consortium. - 9780967774169 ; , s. 29-38
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Book chapter (peer-reviewed)abstract
- The purpose of this study is to validate an instrument to study role adjustment of students new to anonline community of inquiry. The community of inquiry conceptual model for online learning was usedto shape this research and identify the core elements and conditions associated with role adjustment toonline learning (Garrison, Anderson and Archer, 2000). Through a factor analytic process it is shown thatthe instrument did reflect the theoretical model. It was also useful in refining the items for thequestionnaire. The instrument is for use in future research designed to measure and understand studentrole adjustment in online learning.
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| 10. |
- Garrison, D.R, et al.
(author)
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Exploring causal relationships among cognitive, social and teaching presence: Student perceptions of the community of inquiry framework
- 2010
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In: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 31-36
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Journal article (peer-reviewed)abstract
- The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hypothesized causal relationships that teaching and social presence have a significant perceived influence on cognitive presence and that teaching presence is perceived to influence social presence. The results of this study confirm the factor structure of the CoI survey and the hypothesized causal relationships among the presences predicted by the CoI framework. These results point to the key role of teaching presence in establishing and stustaining a community of inquiry. Further research is called for to explore the dynamic relationships among the presences across disciplines and institutions as well as understand the existence and role of the specific sub-elements (categories) of each presence.
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| 11. |
- Richardson, J. C., et al.
(author)
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Using the community of inquiry framework to inform effective instructional design
- 2012
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In: The Next Generation of Distance Education. - Boston, MA : Springer US. - 9781461417859 - 1461417848 - 9781461417842 ; , s. 97-125
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Book chapter (other academic/artistic)abstract
- The Community of Inquiry (CoI) model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence, and cognitive presence. The proposed panel and chapter will focus on how the CoI framework can be used to guide the design and implementation of online courses through the explication of measures verifying the CoI. In addition, factors external but influential to the model-technology, disciplinary differences, and the role of the online instructor-are reviewed.
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| 13. |
- Swan, K., et al.
(author)
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Validating a measurement tool of presence in online communities of inquiry
- 2008
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In: E-mentor. - 1731-6758 .- 1731-7428. ; 2:24
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Journal article (peer-reviewed)abstract
- This article examines work related to the development and validation of a measurement tool for the Communityof Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence,teaching presence and cognitive presence, each of which is integral to the instrument. The 34 item instrument,and thus framework, was tested after being administered at four institutions in the Summer of 2007. The articlealso includes a discussion of implications for the future use of the CoI survey and the CoI framework itself.
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