Abstract
The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (Teaching Presence, Social Presence, and Cognitive Presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = .353). There was a weak correlation between cognitive presence and actual learning, (r = .250) and social presence and actual learning, (r = .199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = .663), followed by the moderate correlation between social presence and perceived learning (r = .432), and teaching presence and perceived learning, (r = .392). With respect to satisfaction, the correlation between cognitive presence and satisfaction, (r = .586) and between teaching presence and satisfaction was strong, (r = .510), but the correlation between social presence and satisfaction was moderate, (r = .447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences.
Highlights
The Community of Inquiry (CoI) framework describes three essential presences and how these presences interact in providing an educational experience in online and blended learning environments
Presence within the context of this study can be explained through the Community of Inquiry (CoI) framework, which suggests three types of presence, including teaching presence, cognitive presence, and social presence, are necessary to develop a deep and meaningful learning experience supported by the educational community (Garrison, 2007)
Orwin’s Fail-Safe N 148 820 559 117 384 454 203 457 496. In this meta-analysis, we examined the relationship between cognitive presence, teaching presence and social presence, and actual learning, perceived learning, and satisfaction on online and blended courses
Summary
The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. Teaching presence focuses on instructor interactions with students and content and was defined by Anderson et al (2001) as “design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes” Primary studies have found a positive relationship between teaching presence, and student perceived learning (Arbaugh, 2008; Kranzow, 2013; Shea et al, 2005), and student satisfaction (Abdous & Yen, 2010; Akyol & Garrison, 2008; Shin, 2003)
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