Community of Inquiry and Learning in Immersive Environments

McKerlich, Ross; Anderson, Terry

doi:10.24059/olj.v11i4.1714

Cited by 20 publications

(9 citation statements)

References 15 publications

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“…Since the initial application of the model to text-based CMC environments, the framework has been applied to a variety of online settings (Yang et al, 2016;Kovanović et al, 2017) and has included hybrid settings as well (Arbaugh, Bangert, & Cleveland-Innes, 2010;Vaughan, 2010;Shea & Bidjerano, 2010). Recent research has also involved the use of CoI to explore community in immersive environments (McKerlich & Anderson, 2007;Burgess et al, 2010;McKerlich et al, 2011;Pellas, Peroutseas, & Kanzanidis, 2013;Pellas & Kanzanidis, 2014).…”

Section: Communities Of Inquirymentioning

confidence: 99%

Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

McClannon

Cheney

Bolt

et al. 2019

OLJ

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This study is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students’ perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis

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Section: Communities Of Inquirymentioning

confidence: 99%

Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

McClannon

Cheney

Bolt

et al. 2019

OLJ

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“…Community of inquiry model, in the light of constructivist approaches, emphasizes the importance of effective communication between the teacher and students for better learning outcomes in online courses (Garrison, Anderson, & Archer, 2000;McKerlich, & Anderson, 2007;Burgess, Slate, Rojas-LeBouef & LaPrairie, 2010;Pellas, 2017). In addition, it is evident that the responsibilities of the teachers and learners in online learning environments may be difficult and sometimes complicated.…”

Section: Resultsmentioning

confidence: 99%

“…By the same token, the Community of Inquiry Framework (CoI), developed by Garrison, Anderson, and Archer (2000) also motivates the uses of SL for English language teaching. Preliminary studies about the use of CoI as a framework for SL studies (Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010;McKerlich & Anderson, 2007;Pellas, 2017) recommended the use of CoI in virtual online learning in many other disciplines. Congruent with the work of Dewey (1998) and constructivist approaches, this process model of online learning suggests that worthwhile online learning occurs within a community through the interaction of three core elements: cognitive presence, social presence, and teaching presence.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

Ozbek

Çomoğlu

Baran

2017

CONTEMP EDUC TECHNOL

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This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity "introducing an innovation" let students develop an innovation and introduce it in English at a congress hall. The second activity "role playing" had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students' performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in higher social presence than introducing an innovation since the students studied individually in the introduction of an innovation.

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“…While online learning bears much resemblance with learning in the face‐to‐face setting, it also faces unique opportunities and challenges. Researchers strive to theorize the online learning environment in order to provide analytical tools to investigate online education, and to generate research‐based guidelines for developing educational technology systems in support of online learning (eg, McKerlich & Anderson, ; Rubin, Fernandes, Avgerinou, & Moore, ). The Community of Inquiry (CoI) model is such a framework that conceptualizes online learning through three elements: Teaching Presence, Social Presence and Cognitive Presence (Garrison, Anderson, & Archer, ).…”

Section: Introductionmentioning

confidence: 99%

The role of learners’ epistemic beliefs in an online Community of Inquiry

Huang¹,

Law²,

Lee³

2018

Brit J Educational Tech

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The Community of Inquiry (CoI) model provides a lens to examine online learning through three elements: teaching presence (the design and facilitation of learning experiences), social presence (the extent to which learners project themselves as real people) and cognitive presence (the extent to which learners are able to construct meaning through inquiry and reflection activities). While research to date has established the importance of these essential presences in online learning environments, recent research on the CoI model calls for the need to explore the role of learner characteristics. The current study responded to the call by examining the role of learners’ epistemic beliefs (EB) (ie, individuals’ fundamental beliefs about the nature of knowledge and knowing) in an online CoI. Multiple linear regressions analyses revealed that EB moderated the relationship between learners’ perceived teaching presence and cognitive presences. Future studies on CoI should take learners’ epistemic beliefs into consideration, especially in the case of low teaching presences. Theoretical and practical implications for designing and investigating online learning are discussed.

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Community of Inquiry and Learning in Immersive Environments

Cited by 20 publications

References 15 publications

Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

The role of learners’ epistemic beliefs in an online Community of Inquiry

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