Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education

Shea, Peter; Bidjerano, Temi

doi:10.1016/j.compedu.2008.10.007

Cited by 470 publications

(450 citation statements)

References 22 publications

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“…While prior research has examined individual student demographics (e.g., Kim et al, 2011;Shea & Bidjerano, 2009b;Shea, Li, & Pickett, 2006) little research has examined the effect of group demographics; this study supports that notion that the class composition affects the individual's experience.…”

Section: Discussionsupporting

confidence: 66%

“…This careful design of courses and engaged, student-focused teaching creates more clarity about learning activities, and supports active discourse and critical analysis that create higher levels of cognitive presence. It has already been established that individual perceptions of teaching presence predict individual perceptions of cognitive presence (Garrison, Cleveland-Innes, & Fung, 2010b;Joo, Lim, & Kim, 2011;Shea & Bidjerano, 2009a, 2009b. This study extends this research to the class level, proposing that the aggregate, shared perceptions of teaching presence levels, and agreement about them, create aggregate perceptions of cognitive presence.…”

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 73%

“…They can set requirements for discussion responses or integrate task and social activities, and create areas for informal interactions (Ke, 2010;Rovai, 2007;Swan, 2004). Teachers can also actively facilitate courses to support student interaction by posting comments and questions that encourage students to communicate and by grading students based on their engagement with others (Rovai, 2007;Shea et al, 2005 Garrison et al, 2010b;Shea & Bidjerano, 2009b), both in terms of designing courses to support discussion (Akyol & Garrison, 2011;Ke, 2010) and directed facilitation and instruction (Joo et al, 2011;Kim, Kwon, & Cho, 2011). The aggregate levels of teaching presence for a class, and agreement among students, should be associated with high levels of social presence.…”

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 99%

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The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Section: Discussionsupporting

confidence: 66%

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 73%

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 99%

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The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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“…The Community of Inquiry (CoI) framework is a useful model for describing, explaining and improving online education (Shea & Bidjerano, 2009). With the exception of authors such as Shea and Bidjerano (2012) and Shea, Hayes, Smith, Vickers, Bidjerano, Pickett, Wilde, GozaCohen and Shoubang (2012), a lack of research regarding the role that self-regulation skills of students as part of learning presence play in a blended learning environment is evident.…”

Section: Introductionmentioning

confidence: 99%

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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“…El concepto de comunidad virtual de aprendizaje surge con el propósito de compartir un proyecto en común entre personas que no se encuentran cerca físicamente (Shea & Bidjerano, 2009). Aunque también hay que decir que no siempre funcionan las comunidades virtuales de aprendizaje sólo con reunir a las personas en un espacio virtual para trabajar virtualmente.…”

Section: Las Comunidades Virtuales Como Espacio De Intercambio De Conunclassified

Factores de éxito de las comunidades virtuales universitarias basadas en redes sociales. Análisis de XarFED

et al. 2016

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Resumen. El presente artículo analiza los factores de éxito de una pionera comunidad virtual universitaria basada en redes sociales, XarFED, que une en un solo espacio a profesores, alumnos y ex-alumnos de la Facultad de Educación de la Universidad de las Islas Baleares (UIB). Este nuevo espacio pretende ser el encuentro entre los entornos formales, no formales e informales de aprendizaje de los participantes. La revisión teórica, además de centrarse en el análisis de los factores que la investigación hasta la fecha ha observado como elementos clave para el éxito de las comunidades virtuales, aporta una nueva visión a partir de otros aspectos analizados en el contexto de las redes sociales. La recogida de datos se lleva a cabo a través de un cuestionario, diseñado a partir de un modelo de factores críticos de éxito. Los resultados obtenidos muestran una incipiente actividad participativa y colaborativa así como las percepciones positivas por parte de los usuarios. Las conclusiones plantean reflexiones para la práctica e interesantes líneas de investigación basadas en las potencialidades de las redes sociales para la creación de comunidades virtuales, así como la necesidad de responder a las demandas generadas por los nuevos entornos abiertos de aprendizaje. Palabras clave: comunidad virtual; redes sociales; entorno de aprendizaje abierto; Educación Superior; Universidad; entornos virtuales.[en] Success factors of virtual university communities based on social networks. Analysis of XarFED Abstract. The article analyses the elements of success factors in a new virtual university community called XarFED, which has been built based on social networks. Its keep connected lecturers, students and former students of the School of Education of the University of the Balearic Islands (UIB). The aim of this new space is to become a meeting point between the formal, non-formal and informal _____________

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Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education

Cited by 470 publications

References 22 publications

The teacher as leader: Effect of teaching behaviors on class community and agreement

The teacher as leader: Effect of teaching behaviors on class community and agreement

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Factores de éxito de las comunidades virtuales universitarias basadas en redes sociales. Análisis de XarFED

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