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The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence

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Title: The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence
Language: English
Authors: Akyol, Zehra, Garrison, D. Randy
Source: Journal of Asynchronous Learning Networks. Dec 2008 12(3-4):3-22.
Availability: Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Peer Reviewed: Y
Page Count: 20
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Mediated Communication, Online Courses, Educational Experience, Transcripts (Written Records), Discussion Groups, Surveys, Graduate Study, Foreign Countries, Student Attitudes, Electronic Learning, Educational Technology, Internet, Distance Education, Asynchronous Communication, Computer Assisted Instruction, Virtual Classrooms, College Instruction
Geographic Terms: Canada
ISSN: 1939-5256
Abstract: The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction. (Contains 6 figures and 11 tables.)
Abstractor: As Provided
Number of References: 33
Entry Date: 2009
Access URL: https://sloanconsortium.org/jaln/v12n3/development-community-inquiry-over-time-online-course-understanding-progression-and-integ
Accession Number: EJ837483
Database: ERIC
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  Data: The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction. (Contains 6 figures and 11 tables.)
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      – Text: English
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        PageCount: 20
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    Subjects:
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Educational Experience
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      – SubjectFull: Canada
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