Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

Arbaugh, J. B.; Cleveland-Innes, Martha; Díaz, Sebastián; Garrison, D. Randy; Ice, Phil; Richardson, Jennifer; Swan, Karen

doi:10.1016/j.iheduc.2008.06.003

Cited by 752 publications

(731 citation statements)

References 15 publications

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“…As stated earlier, cognitive presence was not explored in this study. Therefore it was decided that a more recent instrument developed by Arbaugh et al, (2008), would not be used. Many of the items on that instrument incorporated cognitive presence, and authors of that paper noted that some of the survey items were more highly correlated with cognitive presence than with teaching presence.…”

Section: Measuring Presencementioning

confidence: 99%

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

Clark

Strudler²,

Grove³

2015

OLJ

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The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university's current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

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Section: Measuring Presencementioning

confidence: 99%

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

Clark

Strudler²,

Grove³

2015

OLJ

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“…The content analysis of online interactions and social networks have been used to measure CoI in online courses, while survey instruments have been the main methods used to assess student perceptions of teaching, social, and cognitive presence in online courses Rourke et al, 2001;Shea et al, 2003;Arbaugh & Benbunan-Fich, 2006;Arbaugh & Hwang, 2006;Arbaugh et al, 2008;Shea, Hayes, Vickers, Gozza-Cohen et al, 2010). The surveys found in the literature were developed for online courses and were not representative of teaching and learning in an online program.…”

Section: Evaluation Methodologymentioning

confidence: 99%

“…During the first offering and evaluation of the program, it became apparent that the components of the CoI framework, previously proposed and analyzed in online courses, would benefit from being expanded to encompass online interactions in an online program (Kumar et al, 2011). This article attempts to measure student perceptions of online interactions in the first year of the second offering of the online professional doctorate by adapting the CoI survey that was validated by Arbaugh et al (2008). The description of survey development and the results could be useful to educators engaged in online programs guided by the CoI framework and will further provide insight for all those engaged in online teaching and learning or professional doctorates.…”

Section: Introductionmentioning

confidence: 99%

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

Kumar

Ritzhaupt

2014

E-Learning and Digital Media

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A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al's community of inquiry (CoI) framework. The evaluation of the program proved a challenge because all existing CoI assessment methods in the past have dealt with online courses, not with online programs. In the absence of a validated instrument for measuring the success of the community of inquiry design at a program level, the CoI survey for online courses was adapted and used with the second cohort of online students (n = 18). This article presents (a) an extension of the construct's cognitive, teaching, and social presence for online programs, and (b) an instrument to measure student perceptions of a CoI that encompasses asynchronous and synchronous interactions, as well as course-specific and non-course-specific interactions in different learning spaces.

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“…The Community Inquiry framework (Arbaugh et al, 2008;Garrison & Anderson, 2003; is considered one of the most promising schemes of modeling online teaching. As a broad and integrated model, it explains successful teaching, allowing the research and the monitoring of learning processes in a collaborative, interactive and constructivist approach.…”

Section: Self-learning Skills and The Coi Modelmentioning

confidence: 99%

Self-Learning Skills Perceived in Communities of Inquiry of Portuguese Higher Education Students

Moreira¹,

Ferreira²,

Almeida³

2013

PSYCH

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Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

Cited by 752 publications

References 15 publications

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

Self-Learning Skills Perceived in Communities of Inquiry of Portuguese Higher Education Students

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