| 1. |
- Akyol, Z, et al.
(författare)
-
A response to the review of the community of inquiry framework
- 2009
-
Ingår i: Journal of distance education = Revue de l'enseignement à distance. - 1916-6818. ; 23:2, s. 123-136
-
Tidskriftsartikel (refereegranskat)abstract
- The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in wide use to inform the practice of online and blended teaching and learning. For the CoI model to continue to grow and evolve, constructive critiques and debates are extremely beneficial, in so much as they identify potential problems and weaknesses in the model or its application, as well as provide direction for further research. In this context, the CoI framework was recently reviewed and critiqued by Rourke and Kanuka in their JDE article entitled “Learning in Communities of Inquiry: A Review of the Literature.” This paper is a response to this article and focuses on two main issues. The first issue is the focus of the review and critique on learning outcomes. The second issue concerns the representation, comprehensiveness, and methodology of the review.
|
|
| 2. |
- Arbaugh, B, et al.
(författare)
-
Subject matter effects and the community of inquiry framework : An exploratory study
- 2009
-
Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 13:1-2, s. 37-44
-
Tidskriftsartikel (refereegranskat)abstract
- This paper integrates the emerging literatures of empirical research oil the Community of Inquiry (Col) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U S institutions Our results found significant disciplinary differences, particularly regarding cognitive presence, in soft, applied disciplines relative to other disciplines. These initial results suggest the possibility that the Col framework play be more applicable to applied disciplines than pure disciplines Our findings suggest interesting opportunities for future researchers to consider how the individual elements of the Col framework may influence and be influenced by academic disciplines and how the framework play need to be refined or modified to explain effective course conduct in pure disciplines.
|
|
| 3. |
- Arbaugh, J.B, et al.
(författare)
-
Developing a community of inquiry instrument : testing a measure of the Community of Inquiry framework using a multi-institutional sample
- 2009
-
Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
-
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.
|
|
| 4. |
|
|
