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Creating shared understanding through chats in a community of inquiry
ARTICLE

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Internet and Higher Education Volume 10, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding.

Citation

Stein, D.S., Wanstreet, C.E., Glazer, H.R., Engle, C.L., Harris, R.A., Johnston, S.M., Simons, M.R. & Trinko, L.A. (2007). Creating shared understanding through chats in a community of inquiry. Internet and Higher Education, 10(2), 103-115. Elsevier Ltd. Retrieved April 24, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2007.02.002

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Cited By

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    Sang Joon Lee & Kun Huang, Mississippi State University, United States

    Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 113–128

  2. Online and blended communities of inquiry: Exploring the developmental and perceptional differences

    Zehra Akyol, Suleyman Demirel Universitesi; D Garrison, University of Calgary; M Ozden, Middle East Technical University

    The International Review of Research in Open and Distributed Learning Vol. 10, No. 6 (Dec 14, 2009) pp. 65–83

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