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Social Construction of Knowledge and the Community of Inquiry Framework

Published on Jan 1, 2019
· DOI :10.1007/978-981-13-7740-2_7
Karen Swan28
Estimated H-index: 28
(UIS: University of Illinois at Springfield)
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Abstract
The Community of Inquiry (CoI) framework is a social constructivist model of learning processes in online educational environments. It views learning in such settings as supported by three interacting presences: cognitive presence, the extent to which learners are able to construct and confirm meaning in a virtual community of inquiry; social presence, the ability of participants in an online class to project themselves socially and emotionally and correspondingly to perceive each other as “real”; and teaching presence, the design and organization of online classes and the facilitation of learning and direct instruction within them. The presences are commonly measured through content analysis and the use of the CoI survey and the framework has been used around the world to inform both research and practice.
  • References (30)
  • Citations (2)
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References30
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#1Karen SwanH-Index: 28
#2Li Fang ShihH-Index: 2
“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses,...
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#1Peter SheaH-Index: 25
#2Chun Sau LiH-Index: 3
Last. Alexandra PickettH-Index: 12
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This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various for...
21 CitationsSource
#1Jennifer C. Richardson (Purdue University)H-Index: 22
#2Karen SwanH-Index: 28
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1]. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were s...
971 CitationsSource
#1Zhiqiang Ma (Jiangnan University)H-Index: 1
#2Jing WangH-Index: 1
Last. Hao YangH-Index: 1
view all 6 authors...
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 expl...
4 CitationsSource
#2Gary R. Morrison (ODU: Old Dominion University)H-Index: 22
Last. Ginger S. Watson (ODU: Old Dominion University)H-Index: 8
view all 3 authors...
AbstractThe community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those critical of the framework and related research suggest a lack of empirical evidence to support the framework’s central claim that a CoI fostering learners’ social, teaching, and cognitive presen...
4 CitationsSource
#1Patrick R. Lowenthal (BSU: Boise State University)H-Index: 16
#2Chareen Snelson (BSU: Boise State University)H-Index: 13
AbstractResearch on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how researchers in highly cited social presence research defined social presence in an effort to better understand how they are defining social presence...
8 CitationsSource
The development of critical thinking is a rationale for higher education and an important aspect of online educational discussions. A key component in most accounts of critical thinking is to evaluate the tenability of claims. The community of inquiry framework is among the most influential frameworks for research on online educational discussions. In this framework, cognitive presence accounts for critical thinking as progress through the following phases of inquiry: triggering event, explorati...
3 Citations
#1Jie-Chi Yang (NCU: National Central University)H-Index: 19
#2Benazir Quadir (NCU: National Central University)H-Index: 5
Last. Qiang Miao (NCU: National Central University)H-Index: 1
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Abstract This study investigated how learners' perceived online presence contributed to their learning performance while participating in a blog-based university course. Although the literature evidently highlights that there is a necessity for online presence in online courses, concrete design approaches and empirical evaluation of the impact of online presence on learning performance in blog-based courses are lacking. An empirical study was therefore conducted to understand the relationship be...
22 CitationsSource
#1Kadir KozanH-Index: 1
The present study investigated the relationships among teaching, cognitive, and social presence through several structural equation models to see which model would better fit the data. To this end, the present study employed and compared several different structural equation models because different models could fit the data equally well. Among the models compared, the results indicated that the model with cognitive presence as a full mediator and the model with social presence as a partial medi...
8 CitationsSource
#1D. Randy Garrison (U of C: University of Calgary)H-Index: 33
This book includes nine chapters and two appendices. In Chapters 1 and 2, the author explains the theoretical framework on which the textbook is based. He provides detailed definitions of the important constructs included in the book such as critical thinking, the community of inquiry, and the role of technology in collaborative thinking. The chapter stresses the fact that critical thinking takes place in groups rather than being done by groups; a fact which highlights the collaborative nature o...
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#1Dayu Jiang (UNSW: University of New South Wales)H-Index: 1
#2Lawrence Jun Zhang (University of Auckland)H-Index: 1
Abstract Learners in computer- or mobile-assisted collaborative learning environments could remain anonymous or unfamiliar, as educators might not provide explicit socializing activities with the assumption that effective interactions could happen naturally in these situations. However, from the perspectives of social presence, it was hypothesized that for learners who were unfamiliar to their peers in online collaborative learning environments, performing explicit socializing activities prior t...
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#1Géraldine Heilporn (Laval University)H-Index: 7
#1Géraldine Heilporn (Laval University)
Last. Sawsen Lakhal (Université de Sherbrooke)H-Index: 7
view all 2 authors...
Abstract In online or blended environments, the Community of Inquiry (CoI) framework sets that a meaningful educational experience derives from the interrelation of teaching, social and cognitive presences. Each presence is subdivided, resulting in a structure in ten categories at the basis for the CoI survey instrument. Although the survey structure in three presences was repeatedly validated in the literature, the categories within presences were not and were consequently investigated in this ...
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