The relationship between course socio-epistemological orientations and student perceptions of community of inquiry

Akyol, Zehra; Ice, Phil; Garrison, D. Randy; Mitchell, Rob

doi:10.1016/j.iheduc.2009.12.002

Cited by 34 publications

(23 citation statements)

References 5 publications

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“…Within the literature on CoI, much early effort was directed towards validating the model , explicating the three main constructs and the relationships between them (Garrison, Cleveland-Innes, & Fung, 2010) and in validating the tools used to test implementation and outcomes of the model, for example, Akyol, Ice, Garrison, and Mitchell (2010) and Díaz, Swan, Ice, and Kupczynski (2010).…”

Section: Current Debatesmentioning

confidence: 99%

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

Cooper

Scriven

2016

AJET

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The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The discussion addresses three questions. Firstly, how useful was the CoI model in context and to what extent was the success (or failure) of the redevelopment attributable to the CoI? Secondly, what are the implications for current debates about the CoI model? Thirdly, what are the emergent issues and areas for future research? The paper concludes that the CoI model was useful as a communication and design heuristic rather than as a model that makes universal truth claims about the world.

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Section: Current Debatesmentioning

confidence: 99%

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

Cooper

Scriven

2016

AJET

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“…In any case, constructivism is contrasted with prior learning theories that proposed that an expert could ensure learning by telling or lecturing a group of students and that this would result in the expert's learning being transferred in whole or in part to the student. In an intriguing assessment of student orientation—constructivist or objectivist (where truths are absolute and learning depends on receiving content from the instructor)—differences were found based on students’ age (Akyol, Ice, Garrison, & Mitchell, ). Younger (18–22 years old) and older (48–62 years old) students were more objectivist, treating instructor goals for the course as synonymous with cognitive outcomes; other age groups (23–37 and 38–47) were more aligned with the position that knowledge is constructed, largely as a result of their work experiences.…”

Section: Learning Theories and Student Engagementmentioning

confidence: 99%

Student Engagement in Online Learning: What Works and Why

Meyer¹

2014

ASHE Higher Education Report

194

107

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OverviewW ITH PRESSURES TO INCREASE ACCESS to higher education, colleges and universities have focused on increasing the number of online courses and programs offered. Higher education is also being criticized for its retention and graduation rates, and pressure is building to find solutions. To ensure that online learning can help address these problems, professionals dedicated to online learning are under pressure to explore and evaluate strategies for getting students engaged in their online studies. These pressures are the genesis and reason for this monograph.By applying the theories and techniques for student engagement in online learning, instructors and designers of online courses can improve and increase student engagement and help higher education produce graduates who can contribute to their families, communities, and the economy. The theories and research reviewed in this monograph provide important clues as to how to help students learn, stay enrolled, and finish a degree.Engagement techniques may be one key to making online learning productive for the institution but, more importantly, ensuring that students are successful as they pursue a college degree. In fact, achieving student engagement in online courses may be more important than it is in on-campus courses because online students have fewer ways to be engaged with the institution and perhaps greater demands on their time and attention as well. In other Student Engagement OnlineStudent Engagement Online

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“…If online teachers want to create a good Col, they must promote deep learning and provide learning retention (Rovai, 2002;Shea, 2006), create interaction with interactive tools and sustain collaborative learning among learners that are used for scaffolding (Garrison & Anderson, 2003;Garrison et al, 2000;Richardson & Swan, 2003), use reflective questioning and critical inquiry (Bangert, 2008), use formative feedback in the assessment (Shea, 2006), create instructor or learner based activities for different course content (Akyol et al, 2010;Arbaugh & Benbunan-Fich, 2005), develop flexibility and individualized course content for students' learning style, readiness, learning approach and other individual differences (Horzum, 2007(Horzum, , 2011(Horzum, , 2015.…”

Section: The Coi Modelmentioning

confidence: 99%

Online Learning Students` Perceptions of the Community of Inquiry Based on Learning Outcomes and Demographic Variables / Opažanje istraživačke zajednice polaznika online tečaja utemeljeno na ishodima učenja i demografskim varijablama

Horzum

2015

Croatian Journal of Education

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The aim of the study is to investigate online learning students' perceptions of the community of inquiry according to learning outcomes such as perceived learning, willingness to participate in online learning and satisfaction, demographic variables such as age, gender, department, previous online learning experience and learning approach. In the research cross-sectional survey method was used. The sample consisted of 277 undergraduate online learning students. The result showed a high level of positive correlation between social and cognitive (r=.751) and cognitive and teaching (r=.738) presence, and a medium level of positive correlation between social and teaching presence (r=.683) for online learning students. Teaching and cognitive presences were found to be important factors in terms of perceived learning, satisfaction and willingness to participate in online learning among online learning students. There were no significant differences between social, cognitive and teaching presence scores according to students' gender, age, department and previous online learning experience.

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The relationship between course socio-epistemological orientations and student perceptions of community of inquiry

Cited by 34 publications

References 5 publications

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

Student Engagement in Online Learning: What Works and Why

Online Learning Students` Perceptions of the Community of Inquiry Based on Learning Outcomes and Demographic Variables / Opažanje istraživačke zajednice polaznika online tečaja utemeljeno na ishodima učenja i demografskim varijablama

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