EXPLORING THE NATURE OF COMMUNITIES OF INQUIRY IN UNDERGRADUATE ACCOUNTING EDUCATION: A SYSTEMATIC LITERATURE REVIEW.
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| Title: | EXPLORING THE NATURE OF COMMUNITIES OF INQUIRY IN UNDERGRADUATE ACCOUNTING EDUCATION: A SYSTEMATIC LITERATURE REVIEW. |
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| Authors: | Fouché, J. P.1, Marx, A.2, Heymans, Y., Pool, J.3 |
| Source: | South African Journal of Higher Education. Jul2025, Vol. 39 Issue 3, p113-136. 24p. |
| Subject Terms: | *Online education, *Community of inquiry, *Accounting education, *Instructional systems design, Undergraduate education |
| Abstract: | Online learning has become an integral part of higher education, and while its adoption was accelerated by the COVID-19 pandemic, it will continue to be an important mode of learning in higher education. However, research indicates that accounting students are experiencing the online learning component as a significantly bigger challenge than the face-to-face learning component. Providing a responsive online accounting learning environment requires an effective framework to assist with the design of the teaching and learning environment, facilitating optimal online learning. This article reports on a systematic literature review to determine the nature of the Community of Inquiry (CoI) framework within the context of online undergraduate accounting education. Utilising scholarly databases (Scopus, Web of Science, African Journals and EbscoHost), a literature search was conducted for the period 2012–2022, resulting in the identification of 35 articles for full-text review. The results of this review highlighted that all three presences of the CoI (social presence, cognitive presence, and teaching presence) were present. Most of the articles reported on group cohesion and affective/personal connections within social presence, and instructional design within teaching presence. Sub-themes such as triggering events within cognitive presence and direct instruction within teaching presence received the least coverage in the sampled articles. The insufficient inclusion of certain sub-themes in the presences indicated the need for further application to create a responsive online learning environment in accounting education. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186685974 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EXPLORING THE NATURE OF COMMUNITIES OF INQUIRY IN UNDERGRADUATE ACCOUNTING EDUCATION: A SYSTEMATIC LITERATURE REVIEW. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fouché%2C+J%2E+P%2E%22">Fouché, J. P.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Marx%2C+A%2E%22">Marx, A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Heymans%2C+Y%2E%22">Heymans, Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Pool%2C+J%2E%22">Pool, J.</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Jul2025, Vol. 39 Issue 3, p113-136. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Accounting+education%22">Accounting education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Online learning has become an integral part of higher education, and while its adoption was accelerated by the COVID-19 pandemic, it will continue to be an important mode of learning in higher education. However, research indicates that accounting students are experiencing the online learning component as a significantly bigger challenge than the face-to-face learning component. Providing a responsive online accounting learning environment requires an effective framework to assist with the design of the teaching and learning environment, facilitating optimal online learning. This article reports on a systematic literature review to determine the nature of the Community of Inquiry (CoI) framework within the context of online undergraduate accounting education. Utilising scholarly databases (Scopus, Web of Science, African Journals and EbscoHost), a literature search was conducted for the period 2012–2022, resulting in the identification of 35 articles for full-text review. The results of this review highlighted that all three presences of the CoI (social presence, cognitive presence, and teaching presence) were present. Most of the articles reported on group cohesion and affective/personal connections within social presence, and instructional design within teaching presence. Sub-themes such as triggering events within cognitive presence and direct instruction within teaching presence received the least coverage in the sampled articles. The insufficient inclusion of certain sub-themes in the presences indicated the need for further application to create a responsive online learning environment in accounting education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186685974 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/39-3-6335 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 113 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Community of inquiry Type: general – SubjectFull: Accounting education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Undergraduate education Type: general Titles: – TitleFull: EXPLORING THE NATURE OF COMMUNITIES OF INQUIRY IN UNDERGRADUATE ACCOUNTING EDUCATION: A SYSTEMATIC LITERATURE REVIEW. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fouché, J. P. – PersonEntity: Name: NameFull: Marx, A. – PersonEntity: Name: NameFull: Heymans, Y. – PersonEntity: Name: NameFull: Pool, J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: South African Journal of Higher Education Type: main |
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