Abstract
Among the discussion-content analytical tools in the field of e-learning research, the community of inquiry (CoI) model is extensively applied and continuously improved by its users. This model investigates the types of elements that are manifested through inquiry-based learning processes in online discussions. They are social, cognitive, teaching and metacognitive presences. These elements are essential for meaningful student interactions to take place in online learning environments. In particular, the metacognitive presence construct of the CoI model discovers the students’ ability of self and co-regulation of learning in an online learning environment. However, the metacognitive presence construct of the CoI model has not been evaluated along with the other components of the model. Therefore, in this paper the CoI model was re-evaluated to determine its reliability in analysing discussions in online courses on information technology related subjects. The evaluation is conducted with four online courses designed and developed for a distance learning programme in Sri Lanka. The paper discusses the modifications that were needed to make the model more applicable for conducting discussion-content analysis in similar types of online learning environments, and reports on the results of the final evaluation. Furthermore, the findings of the study imply that the theoretical framework of the CoI model needs to be improved to properly enclose the metacognitive presence component. In spite of this, the study adds points to the CoI model supporting for its well applicability and reliability in analysing online discussion content in information technology related courses. DOI: http://dx.doi.org/10.4038/icter.v5i4.6095 International Journal on Advances in ICT for Emerging Regions 2012 5(4) 1-13
Highlights
It has become a common practice at higher educational departments conducting distance learning programmes to use e-learning to deliver instructional materials to students
This paper reports on our research to re-evaluate and attempts to improve the Community of Inquiry (CoI) model with its four components: social, cognitive, teaching and metacognitive presence to make it more reliable for analysing forum discussions in online courses
The evaluation of the existing CoI model with its three components: social, cognitive and teaching presence and the coding scheme prepared based on the analytical model of metacognitive presence did not result in initial IRR values at satisfactory levels
Summary
It has become a common practice at higher educational departments conducting distance learning programmes to use e-learning to deliver instructional materials to students. If a forum is kept open for discussion throughout a course it can become a record of how students and teachers interacted with each other. The content can be analysed using different types of analytical instruments, in order to study factors such as student participation and interaction, as well as cognitive, metacognitive and social cues Analytical instruments are critically examined with respect to two parameters: validity and reliability. A reliable analytical model strengthens the validity of the results in the content analysis. Results of a discussion content analysis should be preceded by an assessment of reliability of the analytical model. Since most of the issues associated with validity and reliability can be mitigated with sound analytical models having ―discrete categories, and clear indicators‖ [10, p. Since most of the issues associated with validity and reliability can be mitigated with sound analytical models having ―discrete categories, and clear indicators‖ [10, p. 2], analysts should try to improve analytical models by appropriately modifying their lists and the definitions of categories and indicators
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
