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A re-examination of the community of inquiry framework: Social network and content analysis
ARTICLE

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

Abstract

This study provides a simultaneous examination of all components of the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000; Anderson, Rourke, Garrison & Archer, 2001; and Rourke, Garrison, Anderson & Archer, 1999) and seeks to extend previous work into the nature, development, and relationships between the constructs of “presence” hypothesized in the model. To accomplish this goal we use content and social network analysis to examine the discourse produced among all participants in two semester-length online asynchronous college courses. Coding for the existence and relative intensity of forms of presence we identify patterns and relationships between instructors' and students' teaching presence and social presence and the corresponding quantity and levels of the cognitive presence that emerges. The study reveals complex relationships between these variables that have implications for the development of higher order thinking and meaningful learning in online environments. Study findings also have implications for online teaching practice and ongoing research on the CoI framework.

Citation

Shea, P., Hayes, S., Vickers, J., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valchova, A. & Rangan, P. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. Internet and Higher Education, 13(1), 10-21. Elsevier Ltd. Retrieved May 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.2009.11.002

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