Abstract
The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework which posits a model of supports for social collaborative learning. Findings suggest significant links between the Rogerian constructs of level of regard and empathy and the CoI concept of teaching presence. The findings suggest avenues for future research and practical ways for enhancing teaching presence in online courses.
Highlights
The research reported in this paper explored links between the work of Carl Rogers on personcentered education and the Community of Inquiry (CoI) framework, which posits a model of supports for social collaborative learning
The purpose of the partial correlation analyses was to further explore the strength of relationships between the CoI presences and the Rogerian constructs without the influence of possible confounding variable to identify the strongest links between CoI and Barrett-Lennard Relationship Inventory (BLRI) variables
Notice that the associations among the BLRI variables remain quite similar. This suggests that teaching presence probably is the most closely related of the CoI presences to the BLRI constructs
Summary
The research reported in this paper explored links between the work of Carl Rogers on personcentered education and the Community of Inquiry (CoI) framework, which posits a model of supports for social collaborative learning. Rogers (1969) identified three “core conditions” that support facilitative practice in both counseling and education: empathy, genuineness, and unconditional positive regard. He theorized that these three conditions were necessary for the creation of relationships that support and facilitate both therapeutic conversations and educational interactions. The research reported in this paper investigated connections between Rogers’ conditions and the CoI framework’s presences In particular, the research investigated correlations among the responses of 242 students taking online classes at a small, Midwestern university on two surveys: the Barrett-Lennard Relationship Inventory (BLRI, Barrett-Lennard, 2015) which quantifies student perceptions of how their instructors enact Rogers’ conditions, and the CoI Survey (Arbaugh et al, 2008), which measures student perceptions of the three presences in online classes
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