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- Arbaugh, J.B, et al.
(författare)
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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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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
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Tidskriftsartikel (refereegranskat)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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| 2. |
- Cleveland-Innes, Marta, et al.
(författare)
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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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Ingår i: Web-Based Learning Solutions for Communities of Practice. - : IGI Global. - 9781605667119 - 1605667110 ; , s. 167-184
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Bokkapitel (refereegranskat)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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