Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework
ARTICLE
D.R. Garrison, Martha Cleveland-Innes, Tak Shing Fung
Internet and Higher Education Volume 13, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Abstract
The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and practice of online and blended learning contexts. With the development of a survey instrument based on the CoI framework, it is possible to test the hypothesized causal relationships that teaching and social presence have a significant perceived influence on cognitive presence and that teaching presence is perceived to influence social presence. The results of this study confirm the factor structure of the CoI survey and the hypothesized causal relationships among the presences predicted by the CoI framework. These results point to the key role of teaching presence in establishing and sustaining a community of inquiry. Further research is called for to explore the dynamic relationships among the presences across disciplines and institutions as well as understand the existence and role of the specific sub-elements (categories) of each presence.
Citation
Garrison, D.R., Cleveland-Innes, M. & Fung, T.S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1), 31-36. Elsevier Ltd. Retrieved May 20, 2022 from https://www.learntechlib.org/p/108363/.
This record was imported from
Internet and Higher Education
on January 29, 2019.
Internet and Higher Education is a publication of Elsevier.
Keywords
- blended learning
- Causal Models
- CoI survey
- College Faculty
- College Instruction
- College Students
- communities of practice
- community of inquiry
- computer mediated communication
- course evaluation
- distance education
- electronic learning
- evaluation research
- Factor Structure
- gender
- higher education
- Hypothesis Testing
- inquiry
- internet
- models
- online courses
- Predictor Variables
- social presence
- structural equation modeling
- student attitudes
- Student Surveys
- teaching presence
- Validity
- Virtual Classrooms
- Web Based Instruction
Cited By
View References & Citations Map-
Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools
Nuria Hernández-Sellés, Vice dean of , Spain; Pablo-César Muñoz-Carril, Professor in the Pedagogy and Didactics Department and Teacher Training Faculty at the University of Santiago de Compostela, Spain; Mercedes González-Sanmamed, Full Professor in the Pedagogy and Didactics Department of the Faculty of Education Sciences at the University of A Coruña, Spain
Computers & Education Vol. 138, No. 1 (September 2019) pp. 1–12
-
Time well spent: Creating a community of inquiry in blended first-year writing courses
Lyra P. Hilliard & Mary K. Stewart, Department of English, United States
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 11–24
-
Exploring principles of successful eGroup mentoring on the interface of higher education and working life
Irja Leppisaari, Centria University of Applied Sciences, Finland
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 4 (October 2018) pp. 481–505
-
Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation Toward Online Courses
Andrew Cole, Christopher Anderson, Thomas Bunton, Maura Cherney, Valerie Cronin Fisher, Draeger, Michelle Featherston, Laura Motel, Kristine Nicolini, Brittnie Peck & Mike Allen
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
-
Social Presence: A Scoping Review
David Mykota, Dept. of Educational Psychology & Special EducationCollege of EducationUniversity of Saskatchewan, Canada
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 983–988
-
Online Interactions and Social Presence in Online Learning
Sang Joon Lee & Kun Huang, Mississippi State University, United States
Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 113–128
-
Exploring principles of successful eGroup mentoring on the interface of higher education and working life
Irja Leppisaari, Centria University of Applied Sciences, Finland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 389–402
-
Pedagogy as Presence: How Teachers can Support Consistent Outcomes in Blended Spaces
Michelle Sengara, The Alina Group, Canada
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1801–1808
-
Social connection in online environments: Crossing disciplines of Information, Communication, and Education to Inform Instruction
Catherine Brooks, University of Arizona, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1880–1883
-
Establishing and Sustaining a Community of Inquiry in a Technology-Rich Online Class
Sang Joon Lee & Kun Huang, Mississippi State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1139–1144
-
Understanding Online Pedagogy: A Review of Strategies to Enhance Teaching Presence
Chesta Khurana & Erica Boling, Rutgers University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1001–1010
-
Social Presence in Learner-driven Social Media Environments
Swapna Kumar, University of Florida, Gainesville, United States; Mark Hart, University of Florida, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 73–78
-
Social presence within the community of inquiry framework
David Annand, Athabasca University - Canada's Open University, Canada
The International Review of Research in Open and Distributed Learning Vol. 12, No. 5 (Jun 29, 2011) pp. 40–56
-
Using the CoI to Evaluate Different Blended Learning Approaches: Achieving Teaching, Cognitive and Social Presence in Large Post-graduate Online Courses
Lynette Nagel, University of Pretoria, South Africa
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2736–2745
-
‘Setting the Climate’: The Role of Instructional Design and Multimedia to Enhance Social Presence
Chesta Khurana & Erica Boling, Rutgers The State University of New Jersey, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1813–1818
-
Social Presence and Learning Outcomes
Carol Hostetter, Indiana University, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 912–919
-
A New Model to Measure Student Engagement with a Mobile Learning Tool Integrating CoI and FRAME
Tina Parscal, Ken Sherman, Keri Heitner & George Lucas, University of the Rockies, United States
Global TIME 2012 (Feb 07, 2012) pp. 31–37
-
Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement
Jennifer Richardson, Purdue University, United States; Phil Ice, Wallace Boston, Karen Powell & Angela Gibson, American Public University System, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1968–1977
-
Does Teaching Presence Change Over Time?
Petrea Redmond, University of Southern Queensland, Australia; Jennifer V. Lock, University of Calgary, Canada
Global Learn 2011 (Mar 28, 2011) pp. 2231–2240
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
