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An Examination of the Community of Inquiry Framework in the International Computer-Mediated Learning Context
PROCEEDINGS

, Virginia International University, United States ; , Regent University, United States ; , Liberty University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The Community of Inquiry (CoI) framework is the most commonly utilized model for examining various aspects of the distance learning environment. Much research has examined the constructs of the CoI model (social presence, cognitive presence, and teaching presence) in the distance learning environment. However, little research has examined the CoI model with international students enrolled in U.S. courses. Given the increased enrollment of international students in U.S. courses, including in online and blended courses, an examination of how the CoI model influences student outcomes is necessary. Furthermore, recent research has supported how the CoI model, student perceptions of learning, and student perceptions of teacher immediacy predict student course outcomes. This study, therefore, examines the predictive ability of CoI, perceived learning, and teacher immediacy on student end-of-course outcomes among an international student population enrolled in U.S. blended courses.

Citation

Wendt, J., Nisbet, D. & Rockinson-Szapkiw, A. (2015). An Examination of the Community of Inquiry Framework in the International Computer-Mediated Learning Context. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1063-1066). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

Keywords

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References

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