Abstract
This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.
Highlights
This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment
Using the frequency values of each presence, which emerged from the transcript analysis, a scatter plot was created to illustrate how the community of inquiry as a whole developed in each course
Transcript analysis of online discussions indicated more social presence indicators in the messages posted by online course students, compared to the blended course students (Table 1)
Summary
This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences Akyol, Garrison, and Ozden perspective. The quality of these learning environments depends on the design of, and students’ engagement in, the learning environment (Duffy & Kirkley, 2004). The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structured model and a set of guidelines to create effective learning communities in online and blended learning environments (Garrison & Anderson, 2003; Garrison & Vaughan, 2008)
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