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Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences

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Title: Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences
Language: English
Authors: Akyol, Zehra, Garrison, D. Randy, Ozden, M. Yasar
Source: International Review of Research in Open and Distance Learning. Dec 2009 10(6).
Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 19
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Student Attitudes, Teaching Methods, Blended Learning, Online Courses, Intermode Differences, Communities of Practice, Social Networks, Network Analysis, Cognitive Development, Student Surveys, Content Analysis, Interviews, Graduate Students
ISSN: 1492-3831
Abstract: This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students' perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course. (Contains 2 figures and 4 tables.)
Abstractor: As Provided
Number of References: 45
Entry Date: 2010
Accession Number: EJ869425
Database: ERIC
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  Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students' perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course. (Contains 2 figures and 4 tables.)
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      – SubjectFull: Blended Learning
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