The first decade of the community of inquiry framework: A retrospective
TL;DR: A personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework is provided and the evolution of the framework and its associated methodology is explored.
Abstract: This article provides a personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework. The framework and its construction are described. The main part of the paper explores the evolution of the framework and its associated methodology. Finally, research associated with the validation of the framework and new research directions are reviewed.
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TL;DR: A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction.
Abstract: Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.
316 citations
21 Feb 2012
TL;DR: In this article, a formal questionnaire-based survey was carried out among learners with previous learning experiences in online learning environments and a total of 522 valid samples were collected from three schools and analyzed using structural equation modeling.
Abstract: It is now possible to create flexible learning environments without time and distance barriers on the internet. However, research has shown that learners typically experience isolation and alienation in online learning environments. These negative experiences can be reduced by enhancing social presence. In order to better facilitate the perceived social presence in online classrooms, this study presents a framework developed from the social cognitive theory for investigating social presence and its relationships with relevant factors. An instrument with sufficient reliability and validity was developed to measure these factors. A formal questionnaire-based survey was carried out among learners with previous learning experiences in online learning environments. A total of 522 valid samples were collected from three schools and analyzed using structural equation modeling to examine the proposed framework and hypotheses. The results show that user interface and social cues have significant effects on social presence. User interface also has significant effects on social cues. Moreover, this study evidenced that social presence has significant effects on learning interaction which in turn has significant effects on learning performance. Finally, implications of the findings were discussed for further research directions and practical applications.
226 citations
TL;DR: Concerns are raised about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and educators are challenged to strive for more creative and empowering forms of open online learning.
Abstract: Massive open online courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these online courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open online learning.
216 citations
Cites background from "The first decade of the community o..."
...The Community of Inquiry framework (Garrison, Anderson, & Archer, 2001, Garrison et al., 2010), discussed previously, provides a useful point of reference for constructivist practices in online learning environments....
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TL;DR: In this paper, a systematic literature review (SLR) was conducted to identify the research topics, most relevant theories, most researched modalities, and the research methodologies used for e-learning.
Abstract: The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology A total of 248 articles composed the final sample The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments It was revealed that MOOC was the most researched e-learning modality The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies The most frequent methodology was case study Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies
216 citations
Cites background from "The first decade of the community o..."
...The most relevant theoretical framework in the studies about e-learning of this SLR is Community of Inquiry (CoI) [72,73]....
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TL;DR: A correlation is found between the number of online questions students asked and students' final grades and a combination of using data mining and text mining techniques for a large amount of online learning data can yield considerable insights and reveal valuable patterns in students' learning behaviors.
186 citations
Cites background from "The first decade of the community o..."
...As Garrison, Anderson, and Archer (2010) points out, there are challenges of choosing an appropriate unit of analysis....
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References
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TL;DR: It is suggested that computer conferencing has considerable potential to create a community of inquiry for educational purposes and should be used as a medium for this purpose.
Abstract: The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
4,976 citations
Book•
01 Jan 19523,764 citations
TL;DR: In this article, a practical approach to assess the nature and quality of critical discourse and thinking in a computer conference is described, where a model of a critical community of inquiry frames the research.
Abstract: This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. The authors present encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text‐based educational context. Finally, the authors suggest that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer‐conference environment with appropriate teaching and social presence.
2,413 citations
Book•
28 Feb 2011
TL;DR: The second edition of E-Learning in the 21st Century as mentioned in this paper provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education and provides practical models that educators can use to realize the full potential of elearning.
Abstract: The second edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education Garrison draws on his decades of experience and extensive research in the field to explore the technological, pedagogical, and organizational implications of e-learning Most importantly, he provides practical models that educators can use to realize the full potential of e-learning This book is unique in that it focuses less on the long list ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective The second edition has been fully revised and updated throughout and includes discussions of social media and mobile learning applications as well as other emerging technologies in todays classrooms This book is an invaluable resource for courses on e-learning in higher education as well as for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions
2,177 citations
"The first decade of the community o..." refers background in this paper
...Subsequently, Garrison and Anderson (2003) summarized the seminal articles in a book which also explored some of the practical implications of the framework and future research directions....
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Book•
27 Dec 1977
1,910 citations
"The first decade of the community o..." refers background in this paper
...…was intended to offer such a new theoretical perspective, it drew upon previous scholarship related to computer conferencing and/or content analysis from the 1980s and 1990s by a number of scholars including Henri (1991), Newman et al. (1996, 1997), Gunawardena (1995), and Hiltz and Turoff (1993)....
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