Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis

Yu, Taeho; Richardson, Jennifer

doi:10.1016/j.iheduc.2014.12.004

Cited by 67 publications

(65 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…showed that the hypothesized model of the CoI instrument was verified as an excellent fit for the data in Korean context (Yu & Richardson, 2015). It is worth noting that the reliability and validity were different between Korean and English versions of the CoI instrument.…”

Section: The Reliability and Validity Of The Coi Instrumentmentioning

confidence: 70%

“…For example, Portuguese researchers translated and adapted the CoI instrument into Portuguese, and validated the CoI instrument in a blended learning setting (Moreira, Ferreira, & Almeida, 2013). Yu and Richardson (2015) examined the reliability and validity of a Korean version of the CoI instrument. Through reliability analysis, Cronbach's α of teaching, social, and cognitive presences were .954, .913, and .956 respectively.…”

Section: The Reliability and Validity Of The Coi Instrumentmentioning

confidence: 99%

See 1 more Smart Citation

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

View full text Add to dashboard Cite

The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's α> .765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.

show abstract

Section: The Reliability and Validity Of The Coi Instrumentmentioning

confidence: 70%

Section: The Reliability and Validity Of The Coi Instrumentmentioning

confidence: 99%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…A standardized oral English exam, designed by an efl evaluation committee and applied at the same time, under same conditions in all the campuses of the university, was used to register the results of the students' first and last evaluations. The consistency of the coi questionnaire was sustained by the work of Arbaugh et al (2008) and Yu and Richardson (2015), and it has statistically demonstrated its reliability. Additionally, the interview questionnaire was revised by a tefl expert in order to validate the consistency and congruency of its Spanish translation.…”

Section: Validitymentioning

confidence: 90%

Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

Díaz

Miy

2017

PROFILE

View full text Add to dashboard Cite

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners' perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.Key words: Community of inquiry, foreign language teaching-learning, online education, oral skill.En la última década, el modelo de comunidad de indagación ha demostrado ser efectivo en experiencias de aprendizaje en línea en diversas disciplinas. No obstante, los estudios en el campo de la enseñanza del inglés aún son escasos. En este orden de ideas, el presente artículo reporta un estudio preliminar acerca del desarrollo de la habilidad oral en un curso de inglés en línea, así, se revelan algunas relaciones entre las presencias de este modelo (docente, cognitiva y social) y algunos indicadores de la habilidad oral. Los hallazgos, basados en la percepción de los estudiantes, confirman la existencia de dichas presencias y sugieren que la docente contribuye a la mejora de la gramática, la precisión y el vocabulario. Finalmente, se presentan conclusiones, limitaciones y futuros aspectos por indagar.Palabras clave: Comunidad de Indagación, educación en línea, enseñanza-aprendizaje de lenguas

show abstract

“…7 Nesse modelo são propostos três elementos centrais -a presença social, a presença cognitiva e a presença de ensino -que dão sustentabilidade à aprendizagem construtivista colaborativa em ambiente virtual. 8 A presença social refere-se à capacidade de os alunos se perceberem como pessoas reais, comunicando-se em ambiente virtual. As atividades de colaboração permitem aos alunos melhores oportunidades para ampliar a presença social e o sentido de comunidade online.…”

Section: Community Of Inquiry Como Modelo Teóricounclassified

“…8,12 Não foram identificados artigos com a validação transcultural do instrumento CoI no idioma português, o que demonstraria adequação das questões ao contexto em que está sendo aplicado.…”

Section: Community Of Inquiry Como Modelo Teóricounclassified

Community of Inquiry as a Theoretical Model of Teaching Applied to Nursing

Parulla

Weissheimer

Santos

et al. 2017

REME: Revista Mineira De Enfermagem

View full text Add to dashboard Cite

RESUMOObjetivo: apresentar o modelo Community of Inquiry (CoI) como referencial possível na orientação e avaliação de ações desenvolvidas em ambiente virtual, seja na modalidade a distância ou semipresencial, no ensino de Enfermagem em diferentes contextos. Método: estudo de reflexão teórica com a descrição do CoI e de relatos no ensino superior em Enfermagem. Resultados: nesse modelo são propostos três elementos centraisa presença social, a presença cognitiva e a presença de ensino -que dão sustentabilidade à aprendizagem construtivista colaborativa em ambiente virtual. Também conta com um instrumento que avalia em 34 questões essas três presenças. O CoI já tem sido utilizado no planejamento e na avaliação de atividades no ensino superior em Enfermagem que utilizam as modalidades a distância e presencial integradas. Conclusão: o modelo dispõe de uma avaliação ampliada das ações de ensino, nas quais o presencial e a distância se agregam, qualificando essas modalidades de ensino. Da mesma forma, as presenças de ensino, social e cognitiva privilegiam o trabalho interacionista e colaborativo, destacando ações fundamentais da formação em Enfermagem. Palavras-chave: Educação em Enfermagem; Aprendizagem; Educação a Distância. ABSTR ACT Objective: to present the Community of Inquiry (CoI) model as a possible reference in the guidance and evaluation of actions developed in a virtual

show abstract

Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis

Cited by 67 publications

References 17 publications

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

Community of Inquiry as a Theoretical Model of Teaching Applied to Nursing

Contact Info

Product

Resources

About