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Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework
ARTICLE

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Internet and Higher Education Volume 15, Number 2, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element —

Citation

Shea, P., Hayes, S., Smith, S.U., Vickers, J., Bidjerano, T., Pickett, A., Gozza-Cohen, M., Wilde, J. & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. Internet and Higher Education, 15(2), 89-95. Elsevier Ltd. Retrieved June 16, 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.2011.08.002

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