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Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Published on Sep 25, 2017in The International Review of Research in Open and Distributed Learning1.83
· DOI :10.19173/irrodl.v18i6.3197
Zhiqiang Ma1
Estimated H-index: 1
(Jiangnan University),
Jing Wang1
Estimated H-index: 1
+ 3 AuthorsHao Yang1
Estimated H-index: 1
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Abstract
The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's α> .765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.
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#1Suzanne Hayes (SUNY: State University of New York System)H-Index: 8
#2Sedef Uzuner Smith (LU: Lamar University)H-Index: 6
Last.Peter Shea (SUNY: State University of New York System)H-Index: 20
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#1Peter Shea (University at Albany, SUNY)H-Index: 20
#2Suzanne Hayes (Empire State College)H-Index: 8
Last.Temi Bidjerano (ED: United States Department of Education)H-Index: 2
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#1D. Randy Garrison (U of A: University of Alberta)H-Index: 28
#2Bruno Poellhuber (U of A: University of Alberta)H-Index: 42
Last.Walter Archer (U of A: University of Alberta)H-Index: 10
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