The Community of Inquiry Model Training for Beginners: Patterns of Interaction and Student Learning Strategies

Junus, Kasiyah; Santoso, Harry Budi; Sadita, Lia; R-Suradijono, Sri Hartati; Suhartanto, Heru

doi:10.1109/weef.2017.8467110

Cited by 4 publications

(7 citation statements)

References 7 publications

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“…Further, a significant proportion of the reviewed studies stress the importance of social presence in online engineering education and suggest a conscious learning design effort to foster communication among learners as well as teachers and learners (Baytiyeh, 2018;Guo et al, 2022;Hattingh et al, 2020;Junus et al, 2017), particularly in undergraduate classes (Nihlawi et al, 2018) and also to create opportunity for informal conversation (Douglas et al, 2022). Nevertheless, these findings are not homogeneous and the importance of social presence is questioned.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, several studies point to the differences between learner perceptions of online learning environments indicating that advanced students (Guo et al, 2022) and stronger students (Chernosky et al, 2021) benefit more from online learning than less advanced and new students with less experience. Also, they show more positive attitudes toward the benefits and challenges of online learning (Guo et al, 2022) and the more experienced students become, the less dependent on the guidance of the teacher (Junus et al, 2017). This effect can be linked to students' self-regulated learning abilities that typically are more demanding in online learning than in traditional classroom environments.…”

Section: Discussionmentioning

confidence: 99%

“…The CoI framework is merged with the experiential learning cycle (Kolb, 2014) to guide the redesign of courses (Dunlap et al, 2016). Junus et al, (2017) use a cognitive apprenticeship approach as a training design where students first observe how instructors model the application of skills and then practice under the guidance of the instructors. The study proposes the cognitive apprenticeship approach for the training of the CoI model to improve students' preparedness to take active parts in online discussion forums.…”

Section: Methodologiesmentioning

confidence: 99%

“…Four articles employ the CoI framework as a design instrument. They use it for different purposes: to guide online instructional practices in courses (Beneroso & Robinson, 2022); to redesign courses (and evaluations) (Cabrera et al, 2017;Dunlap et al, 2016); and, to propose training designs for specific parts of online courses (Junus et al, 2017).…”

Section: Usage Of the Frameworkmentioning

confidence: 99%

“…The implementation of such a community is proven to be able to develop students' abilities of problem-solving, critical thinking, self-directed learning, communication, collaboration, and knowledge construction. Junus et al (2017) observe that in their training design, social presence is the most dominant presence, followed by the cognitive presence and teaching presence. They also note that social, cognitive, and teaching presences develop with the same pattern.…”

Section: As a Design Instrumentmentioning

confidence: 99%

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Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

2023

JHETP

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The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI's application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodologiesmentioning

confidence: 99%

Section: Usage Of the Frameworkmentioning

confidence: 99%

Section: As a Design Instrumentmentioning

confidence: 99%

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Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

2023

JHETP

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The value creation in communities of inquiry: a systematic synthesis

2023

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The Community of Inquiry (COI) has become increasingly popular as a practical framework that promotes critical thinking and improves learning skills in online environments. In order to encourage the COI, this study proposes to investigate learning VALUEs based on teaching presence (TP), social presence (SP), and cognitive presence (CP), applying a VALUE creation framework as an assessment tool. A quantitative research approach was used to analyse 16 research works. Firstly, this investigation reviewed the activities of COIs as the vital link between COI and VALUE creation. Secondly, these activities were evaluated using Wenger et al.'s framework. The related results show that COI activities generate immediate, potential, and applied VALUEs, however, it does not positively promote reframing. The activities of TP positively promote immediate VALUE, especially its categories of promoting discourse and direct instruction. Most activities of SP promote both immediate and potential VALUEs, whose indicator of open communication positively creates immediate VALUE whereas the activities of CP promote multiple VALUEs. These findings address the research gap regarding how COI contributes VALUE by improving learning experiences in virtual environments and what determines the generation of the VALUEs. The benefits of this study will guide practitioners (teachers, online course developers, and instructional designers) who aim to design and match related activities of COI to maximise the VALUE creation.

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Considering the Community of Inquiry Framework in Online Engineering Education

Zhang

Stöhr

Jamsvi

et al. 2022

2022 IEEE Frontiers in Education Conference (FIE)

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This Research Full Paper presents a semisystematic literature review of the application of the Community of Inquiry (CoI) framework in online engineering education. In a generally undertheorized field, the CoI framework has gained considerable attention as a theoretical and methodological means to understand and facilitate learning experiences in online learning environments. However, despite excellent contributions in both these areas, there is a concern about the effect of the disciplinary context and there are calls for more studies investigating disciplinary differences and blended learning environments. We observe that no study to date has tried to summarize and synthesize CoI's application in engineering education, making informed judgments about its potential for educational research and practice in this particular context difficult. This review aims to contribute to closing this gap. Based on the reviewed articles, we conclude that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education, but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. Due to the relatively limited number of CoIbased studies in online engineering education, we conclude that more research of CoI is needed in the field, especially in specific learning contexts. Compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. We suggest several directions for improvement and further research both in order to foster CoI's theoretical development as well as to provide practical guidance for the design of engineering specific learning environments based on reliable and valid research.

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The Community of Inquiry Model Training for Beginners: Patterns of Interaction and Student Learning Strategies

Cited by 4 publications

References 7 publications

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

The value creation in communities of inquiry: a systematic synthesis

Considering the Community of Inquiry Framework in Online Engineering Education

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