Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses
Amy E. Traver, Edward Volchok, Queensborough Community College, United States ; Temi Bidjerano, Furman University, United States ; Peter Shea, University at Albany, United States
Internet and Higher Education Volume 20, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
Community colleges enroll more online learners than any other institution in higher education in the United States. While online community college courses expand access to higher education, their high attrition rates negatively impact student success. At writing, no researchers have applied the Community of Inquiry (CoI) framework to community college students' completion of online courses. This study uses a pre/posttest CoI survey design to explore the nature and development of students' perceptions of the CoI presences in 17 blended courses at Queensborough Community College, one of the seven community colleges in the City University of New York (CUNY) system. Students' perceptions of these presences, in addition to demographic and status variables, are then correlated with a measure of their course completion. As no significant differences between course completers and non-completers on any CoI indicators or demographic/status variables are found, new directions for community colleges and the research literature on the CoI framework are proposed.
Traver, A.E., Volchok, E., Bidjerano, T. & Shea, P. (2014). Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses. Internet and Higher Education, 20(1), 1-9. Elsevier Ltd.