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Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses
ARTICLE

, , Queensborough Community College, United States ; , Furman University, United States ; , University at Albany, United States

Internet and Higher Education Volume 20, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Community colleges enroll more online learners than any other institution in higher education in the United States. While online community college courses expand access to higher education, their high attrition rates negatively impact student success. At writing, no researchers have applied the Community of Inquiry (CoI) framework to community college students' completion of online courses. This study uses a pre/posttest CoI survey design to explore the nature and development of students' perceptions of the CoI presences in 17 blended courses at Queensborough Community College, one of the seven community colleges in the City University of New York (CUNY) system. Students' perceptions of these presences, in addition to demographic and status variables, are then correlated with a measure of their course completion. As no significant differences between course completers and non-completers on any CoI indicators or demographic/status variables are found, new directions for community colleges and the research literature on the CoI framework are proposed.

Citation

Traver, A.E., Volchok, E., Bidjerano, T. & Shea, P. (2014). Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses. Internet and Higher Education, 20(1), 1-9. Elsevier Ltd. Retrieved August 23, 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.2013.09.001

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