Community Of Inquiry Model Research Articles

The Effect of Community of Inquiry on The Collaborative Skills of English Education Students

The purpose of this study was to determine the effect of the Community of Inquiry learning model on collaboration skills in English Education study program students. A quantitative approach was used in this research and this research was designed using a quasi-experimental design approach. The method used in this research is a quasi-experimental method by comparing two groups treated using the Community of Inquiry model and traditional learning that is usually done by lecturers. The analytical technique used is to compare the two groups with statistical tests. The results of the analysis test show that there is an effect of the Community of Inquiry learning model on collaboration skills in English Education students. Students who receive treatment with the Community of Inquiry learning model have better collaboration skills than the class control

Building bridges to advance the Community of Inquiry framework for online learning

The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.

How well are student teachers prepared for e-learning and teaching? A case study from the University of Lagos

COVID-19 was declared a pandemic on 11 March 2020. Various governments introduced measures to mitigate the pandemic, including lockdown, enforced compliance with social distancing, travel restrictions, a ban on large meetings and the closure of schools. At the peak of the epidemic, learning centres and higher institutions were closed in more than 190 countries, disrupting the education of 1.6 billion students. In Nigeria, this situation forced many schools, including universities, to introduce e learning. This study, which explores the extent to which selected students at the University of Lagos were adequately prepared for e-learning, was based on the Garrison and Anderson Community of Inquiry model. An analytical survey research design was adopted and a stratified random sampling technique was used to select 282 respondents from the University of Lagos. A validated self-developed questionnaire was used for data collection. Frequencies, percentages and means were calculated. Hypotheses were statistically tested at a 5% level of significance. The study found that the students in the Faculty of Education were to some extent prepared for the teaching mode, and they were assisted to establish social and cognitive presences to create a meaningful e-learning environment.

Improving Retention Factors and Student Success Online Utilizing the Community of Inquiry Framework’s Instructor Presence Model

Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These IP engagement strategies have been suggested to improve outcomes if effectively applied in the virtual classroom. Attrition rates, retention, engagement, and student and instructor success rates are critical aspects of an effective virtual classroom and identifying practices that support these efforts is essential. This study suggests that CoI engagement strategies, when applied by instructors to the online classroom effectively, can improve factors associated with retention and success. To prepare instructors, we designed and utilized a series of seven self-paced interactive modules. With the training, the educators were able to engage with students more effectively by integrating best practices associated with IP. Course dropout rates and student success rates both significantly improved (p = .05; p < .001 respectively) after these engagement strategies were more efficaciously integrated into the classroom by the trained instructors.

Education as community affair: Digitally designing knowledge.

Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design for our students the conditions for learning at a distance? This research examines a distance learning environment within a Master’s Degree course created using online discussion forums. With the community of inquiry model (Garrison, Anderson & Archer, 2000) as a guide, the instructor and students shared knowledge and experiences with their educational community. A structural analysis of the discussion forums a quantitative analysis of social, teaching and cognitive presence using a ten-factor model (Dempsey & Zhang, 2019), and a qualitative analysis of individual interviews with community members, found that the role of the instructor is critical in pushing students towards uncertainty, thus opening the way for the relational construction of knowledge. To help students embrace that uncertainty, they require explicit knowledge of the processes that allow a community of inquiry to function.

Designing Asynchronous Online Discussion Forum Interface and Interaction Based on the Community of Inquiry Framework

The community of inquiry (CoI) framework describes a process for creating collaborative learning through three elements or presences: social, cognitive, and teaching. Despite its popularity among researchers and practitioners, use of the CoI model is limited to mapping instructional activities, which are yet to be developed into an interaction design for online collaborative learning intended to support the CoI presences. This study was aimed at developing the interaction design of an asynchronous online discussion forum employing a user-centered design method contextualized to the learning-centered design approach. Seven scenario and user interfaces were created to facilitate one introductory activity and four phases of inquiry. The design was evaluated through contextual interviews with ten students. The interviews revealed that the prototype encouraged and supported (a) introductory activity (social presence), (b) idea exploration (cognitive presence), (c) summarizing the discussion (cognitive presence), and (d) facilitating discussion (teaching presence). Future research could be aimed at improving the proposed design based on recommendations and developing a fully functional working system to be tested in real settings.

Using A Community of Inquiry in the Design of Histology Curriculum for First Year Medical Students

Histology faculty in the Doctor of Osteopathy (DO) program at the Philadelphia College of Osteopathic Medicine revised the delivery methodology of first‐year histology content in order to improve student performance, increase social interaction among students and faculty, shift to an all‐distance learning environment, and align curricula across our three campuses. This abstract describes an Action Research approach to implementing a Community of Inquiry (CoI) model of learning during a time of unprecedented change at both the program and the global level. An Action Research approach is a pragmatic methodology for improving medical education practice by incorporating change in a collaborative, reflective, cyclical, planned, and practical manner. We chose the CoI model of learning as it is a collaborative‐constructivist approach to instruction and well suited for online and team‐based learning. This model encompasses three prongs to delivering content: a teaching, social, and cognitive presence. In our curriculum, the teaching presence is composed of curated content in the form of self‐guided learning activities (videos, text, assessments) delivered through the Tophat learning platform and organized to support retrieval, interleaving, and spaced learning; the social presence involves student interactions online and in the classroom through discussion boards and team‐based learning activities (independent and faculty‐led); and the cognitive presence takes place with students interacting with learning modules, posting and responding to discussion threads, taking assessments, receiving feedback from assessments and engaging in problem solving exercises during the small‐group learning sessions. Within this model, students are encouraged to take responsibility for self‐directed learning, allowing for personalized investment in life‐long learning. CoI provides a platform to implement the best evidence‐based practices for histology instruction across three campuses with varying student population sizes and educational needs. Early data suggests an increase in student engagement and an improvement in student performance. We believe our model provides insight into effective curricular design for the ever‐changing face of undergraduate medical education.

Transition from Traditional to Online Learning in Hong Kong Tertiary Educational Institutions During COVID-19 Pandemic

The adoption of online learning approach in education is becoming more popular around the world to overcome the time and spatial barriers of traditional face-to-face learning. The Coronavirus Disease 2019 (COVID-19) pandemic has affected the normality of learning and avoiding face-to-face activities is one tactic to minimise the spread of COVID-19. This study investigated the perception of online learning from students’ and teachers’ perspectives compared to traditional face-to-face learning during the COVID-19 pandemic. Ten focus group interviews were conducted, nine of which involved fifty-five students, while the remaining one involved eight full-time teachers. All informants were recruited from two Hong Kong tertiary educational institutions: the Hong Kong Community College, and the School of Professional Education and Executive Development of The Hong Kong Polytechnic University. The Community of Inquiry model and Pedagogy-driven, Learner-Centred, Objective-Oriented and Technology-Enable model were adopted as a framework to analyse students’ and teachers’ perceptions of social presence, teaching presence, and cognitive presence. Qualitative content analysis indicated that teacher-student and student–student interactions were the biggest challenge in online learning, and this affected the acquisition and application of knowledge in terms of cognitive presence. Other factors such as personality, learning environment, and technical skills affected the perception of both online and face-to-face learning.

Usando o modelo de Comunidade de Conhecimento para analisar emojis como linguagem emergente em experiências educacionais via WhatsApp

ABSTRACT With the ever-growing interest in WhatsApp as a social space to accommodate pedagogical initiatives, the role of emojis as an emergent Internet language in this social space needs to be better understood as mobile technologies have been integrated in education. With that in mind, this paper reports a study that employed an embedded correlational mixed methods design, and aimed to identify: the emojis used to support cognitive, teaching, and social presences in a teacher education course via WhatsApp; participants’ attitudes regarding the use of emojis, and their age and gender relation to this use. The data generated from the interactions of the teachers via WhatsApp were analyzed and discussed based on Garrison et al.’s (1999) Community of Inquiry Model. This conceptual framework identifies crucial elements for successful online educational experiences and assumes learning occurs through the interaction of three core elements: social, cognitive and teaching presences. The findings show that emojis can effectively be used to support teaching, cognitive, and social presences. The high frequency of emojis seem to be both culturally situated and gender related.

Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course

ABSTRACT The global outbreak of COVID-19 substantially changed foreign language classrooms, from the design to the implementation of the lessons. Most of the L2 classes, originally designed for face-to-face (F2F) learning, switched to online classes during the pandemic. This article presents an example of a Korean class that was redesigned based on the community of inquiry (CoI) model due to the pandemic. I explored students' learning success after they took part in an online course. Using cognitive, social, and teaching presence, I investigated their satisfaction with the course compared with the full F2F courses. The data were drawn from a CoI questionnaire, students' reflections on their learning experiences, and a course satisfaction survey. The results showed that students could maintain a similar level of social and cognitive presence in the online class, but the online class exhibited a higher level of teaching presence. The students were generally satisfied with the online course in terms of the overall quality, the instructor's responsiveness, and the classroom atmosphere. This study provides pedagogical implications, including specific classroom activities and assessment, to enhance learning success and satisfaction in foreign language courses delivered online.

The switch to remote instruction in Spanish heritage language courses: Why social presence matters


 
 
 
 The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners.
 
 
 

Effectiveness of community of inquiry based online course: Cognitive, social and teaching presence

This quasi-experimental study aimed to examine students’ community of inquiry perceptions through online learning activities designed based on the community of inquiry model. The participants of the study consisted of 81 freshmen enrolled in two different departments of a Turkish state university. The process for the experimental procedure was carried out as part of the Information Technologies course. Due to the COVID-19 pandemic, the research process was carried out with synchronous distance education. While the control group received instruction through direct instruction and question/answer technique, the experimental group received instruction based on the community of inquiry model. For data collection, a demographic information form and the community of inquiry scale were administered. According to the results, students in the experimental group had significantly higher scores in terms of cognitive and teaching presence compared with the students in the control group. On the other hand, no significant difference was observed between the groups in terms of their social presence scores. Overall, the students in the experimental group had higher community of inquiry score than the students in the control group.

A STUDY TO ASSESS THE PERCEPTION TOWARDS ONLINE CLASSES AMONG NURSING FACULTY OF SELECTED NURSING COLLEGES AT JAMMU

Objectives: 1. to assess the perception towards online classes among nursing faculty. 2. To determine the association between perceptions towards online classes among nursing faculty with selected socio-demographic variables. Assumptions:Nursing faculty may have positive perception towards online classes. Conceptual Framework:Community of Inquiry Model has been used. Methodology: Quantitative research approach, a descriptive research design was used. 81 Samples were selected from the nursing colleges purposively. After obtaining the consent form, self- structured 5-point Likert scale has been sent to them in the form of Google Form to assess their level of perception towards online classes. The results of the study revealed that 76 (93.8%) nursing faculty had medium level of perception towards online classes and 05 (6.2%) nursing faculty had high perception towards online classes. The mean perception score were found to be 73.5± 9.72 among nursing faculty. Conclusion: Nursing faculty had moderate level of perception towards online classes. It can become high if there will be the availability of proper sources to evaluate the students properly as well as to teach them theoretically and practically if pandemic persists.

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.

Distance education as a space of possibility in pandemic-burdened societies

Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence – cognitive, social and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful learning supported by each of its ‘presences’, which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.

Designing Effective Online Orientation Programs for First-Year University Students

While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this literature review explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional to design an effective and engaging online orientation program, or enhance an existing program.

Team‐based learning and the community of inquiry model

AbstractThis chapter presents team‐based learning (TBL) as a teaching strategy to support self‐regulated learning in a community of inquiry. It argues for the inclusion of self‐regulated learning as an essential component of Garrison's community of inquiry model, and illustrates how TBL supports and improves the delivery of this online model.

Developing social presence in online learning among nurses: Exploration of the community of inquiry models domain of social using a qualitative descriptive design

There is marked increase in the demand for online learning in nursing curriculums. However, online learning has been criticised for being detached and impersonal resulting in low levels of engagement. In a world that is rapidly shifting to online learning as a result of the global COVID-19 pandemic creating quality online learning environments has become more pressing. The Community of Inquiry (COI) is a well-established model used to frame online environments in many disciplines including nursing. The COI model proposes that social, cognitive and teacher presences must exist in the online learning space for learning to occur. It is argued that social presence remains less understood despite being one of the essential elements. Therefore, the objectives of this study were to understand how facilitators and participants engage with and use a social presence in an online seminar. It is concluded that when facilitators include the use of a social presence in the design of the online learning space in-depth engagement with online content also increases. This can happen rapidly (less than an hour) and continue for several weeks. It is deduced that a social presence enhances a sense of realness among participants of online learning and through an increased sense realness engagement increases.

Effects of community of inquiry, learning presence and mentor presence on K‐12 online learning outcomes

AbstractThis study extends the community of inquiry (CoI) framework and self‐regulated learning (SRL) theory through an exploration of the structural relationships among existing CoI variables, learning presence (i.e., self‐efficacy and online SRL strategy) and learning outcomes in the context of K‐12 online learning. To help understand the influence of K‐12 mentoring – which is unique to online learning in the U.S. – mentor presence is also included. Structural equation modelling of 696 online 8th through 12th graders' survey responses and final grades showed that adding learning presence to the CoI framework helped to explain how these learners translated their online‐learning perceptions into cognitive and affective learning outcomes. We also found that mentor presence significantly and positively predicted online SRL strategy, one of the two components of learning presence. Lastly, we established a connection between the CoI model and various types of learning outcomes that are indicators of K‐12 online learning success – though it should be noted that important differences existed between a model based on final grades and two other outcome models. It is hoped that the processes identified in this study will be useful and relevant to K‐12 online‐learning institutions and educators seeking to improve their offering via a wide range of approaches.

Philosophy for Children in a Pandemic

In this article, I reflect upon my experiences developing an asynchronous Philosophy for Children (P4C) course toward the beginning of the COVID-19 pandemic. I argue that P4C practitioners ought to reconsider what we mean by community in Community of Inquiry (CoI). The traditional Community of Inquiry model emphasizes face-to-face interactions in which the children and facilitator(s) are traditionally seated in a circle, synchronously wondering together. The CoI pedagogical model has, once again, served as a methodological starting-point for the place-based P4C I have tried to practice in my teaching, but it was also the model that I had to overcome while developing a virtual P4C course in a pandemic. Specifically, I argue that we ought to broaden vastly what we mean by “community” in “Community of Inquiry” in order to make Philosophy for Children more accessible for a virtual, and even asynchronous, learning environment. Furthermore, I argue that this reconceptualization of “community” is useful not only to our pandemic pedagogy, but also for our post-pandemic future in which face-to-face classes are resumed.