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The relationship between course socio-epistemological orientations and student perceptions of community of inquiry
ARTICLE

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Internet and Higher Education Volume 13, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The Community of Inquiry Framework is based on the premise that online learning is a collaborative constructivist activity. However, not all courses are similarly oriented. In general, courses can be divided into constructivist and objectivist. In constructivist courses, learners develop solutions to problems through sustained discourse and inquiry, making the learning a function of interaction with other learners. In objectivist courses, truths are considered absolute and learning is more heavily weighted toward interaction with content. This study examines the impact that these differing orientations have on student perceptions of community of inquiry by examining the factor patterns of courses characterized along two dimensions — objectivist/constructivist and individual/collaborative. The findings reveal that learner age may be one of the most significant determinants of whether and how course orientation is perceived.

Citation

Akyol, Z., Ice, P., Garrison, R. & Mitchell, R. (2010). The relationship between course socio-epistemological orientations and student perceptions of community of inquiry. Internet and Higher Education, 13(1), 66-68. Elsevier Ltd. Retrieved April 20, 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.2009.12.002

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