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Reconceptualizing the community of inquiry framework: An exploratory analysis
ARTICLE

, University at Albany — SUNY, United States, United States ; , Empire State College — SUNY, United States, United States ; , Lamar University, United States, United States ; , Widener University, United States, United States ; , University at Albany — SUNY, United States, United States ; , Furman University, United States, United States

Internet and Higher Education Volume 23, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Constructs requiring additional conceptualization within the Community of Inquiry framework for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the framework by addressing this gap. Quantitative content analysis and social network analysis were used with online discussions in a doctoral course to identify qualities of the discourse. The analysis focused on the three original presences of the framework (social, teaching, and cognitive presences) and learning presence, a recently proposed addition to the framework. First, frequencies of all four presences were calculated to report patterns in the discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students' positions of influence and prestige were analyzed in relation to their expressions of the four forms of presence. Findings raise questions about the framework's scope and point toward its reconceptualization.

Citation

Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J. & Bidjerano, T. (2014). Reconceptualizing the community of inquiry framework: An exploratory analysis. Internet and Higher Education, 23(1), 9-17. Elsevier Ltd. Retrieved June 26, 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.2014.05.002

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