THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE
ARTICLE
Zehra Akyol, D. Garrison
Online Learning Journal Volume 12, Number 3, ISSN 2472-5730
Abstract
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students\u2019 perceived learning and satisfaction in the course.
Citation
Akyol, Z. & Garrison, D. (2008). THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE. Online Learning Journal, 12(3),. Retrieved May 29, 2023 from https://www.learntechlib.org/p/183786/.
Keywords
Cited By
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When emotions enhance students’ engagement in e-learning processes
Francesca D'Errico, Marinella Paciello & Luca Cerniglia
Journal of e-Learning and Knowledge Society Vol. 12, No. 4 (Sep 27, 2016)
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Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement
Jennifer Richardson, Purdue University, United States; Phil Ice, Wallace Boston, Karen Powell & Angela Gibson, American Public University System, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1968–1977
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