You are here:

The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning
ARTICLE

,

E-Learning and Digital Media Volume 8, Number 1, ISSN 2042-7530

Abstract

Despite its proliferation in higher learning institutions, e-learning has been criticised as being nothing more than trivial online conversations, or a mere means of delivering class materials electronically. If e-learning is to address such criticisms and become an effective pedagogical platform, educators need to identify elements critical to the success of e-learning. A well-known framework for studying e-learning as a pedagogical platform is the community of inquiry (COI) model. In this study, the authors develop a conceptual COI model to propose that while satisfactory e-learning experience stems from the interactions among three presences–social, cognitive, and teaching–the relative influences of the presences on e-learning experience are moderated by five extrinsic factors: content richness, perceived ease of use of e-learning platform, type of curriculum, teaching orientation, and participant age. They argue that this extended and more comprehensive COI framework would help educators better understand e-learning's use as an effective pedagogical platform. (Contains 2 figures.)

Citation

Lee, R. & Faulkner, M. (2011). The Roles of Extrinsic Factors in a Community of Inquiry Model of E-Learning. E-Learning and Digital Media, 8(1), 58-67. Retrieved March 26, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords