Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework

Garrison, D. Randy; Cleveland-Innes, Martha; Fung, Tak

doi:10.1016/j.iheduc.2009.10.002

Cited by 724 publications

(648 citation statements)

References 11 publications

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“…The philosophical foundation of the CoI indicates that certain collaborative interactions create "distance presence", resulting in the emergence of a community of inquiry (Garrison, 2009;Garrison, Cleveland-Innes, & Shing Fung, 2010). The face-to-face component in blended learning helps to create a community, however this community should be sustained in the online component of the blended course."…”

Section: Learning Presencementioning

confidence: 99%

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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Section: Learning Presencementioning

confidence: 99%

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

View full text Add to dashboard Cite

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“…It is an assumption of the model that the interactions among the three forms of presence result in the establishment of a community of inquiry in which critical thinking can develop and thrive (Arbaugh, 2013). The model identifies teaching presence as a complex construct which bridges the transactional distance between instructor and student through interaction and creates an environment within which social and cognitive processes can occur (Arbaugh & Hwang, 2006;Garrison et al, 2010;Yang, Quadir, Chen, & Miao, 2016).…”

Section: Coi Modelmentioning

confidence: 99%

“…The presence, availability and supportive nature of the instructor greatly influences the course climate and can generate a positive online learning experience for students (Cox-Davenport, 2014;Kaufmann, Sellnow & Frisby, 2015). Garrison, Cleveland-Innes, and Fung (2010) suggested that this link between teaching presence and learning depends on the instructor's presence and the role presence plays in establishing and facilitating a climate for discourse and collaboration. The course climate created by an instructor influences the way students learn and the extent to which collaboration is promoted (Cox-Davenport, 2014;Kaufmann et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Orcutt

Dringus

2017

OLJ

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To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a collective case study. The goal of this study was to examine the decision processes employed in establishing teaching presence in a structured online environment in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Using the lived experiences of instructors enabled the exploration of the influence pedagogical choices had on the creation of an intellectual climate in the online context. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data. Results of the collective case revealed student engagement and intellectual curiosity were influenced most greatly by an instructor's active interest and passion for teaching, an ability to identify the relevance of course topics to the student, and the encouragement for a shared responsibility in the learning process. The findings showed that the shared goal of learning extended beyond the stated learning objectives and expected outcomes of a course and served as a foundation in the creation of authentic relationships between instructor and students. In addressing the overarching research question of how instructors establish teaching presence and inspire intellectual curiosity in a structured teaching environment, the findings of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate in an online classroom.

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“…We now realise that participatory contributions are a key aspect of AODs, since they not only establish social cohesion, but also shape cognitive presence or collaborative enquiry (Garrison, Cleveland-Innes and Fung 2010;Shea and Bidjerano 2010).…”

Section: Discussionmentioning

confidence: 99%

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Brokensha

Greyling

2016

SAJHE

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Provided that effective practices in online instructional design are met and e-myths regarding online learning are contested, asynchronous online sharing, knowledge construction, and knowledge creation or hybrids of these 51 Brokensha and GreylingDispelling e-myths and pre-empting disappointment discourses. Within a naturalistic higher education setting, the authors revisited lingual data analysed in a previous study, employing Booth and Hultén's (2003) taxonomy of pivotal contributions to online discussions to describe students' 'talk' during text-based AODs. The taxonomy constituted a more comprehensive model of productive online discussion than that used in the earlier study. Contrary to the authors' initial assumptions as novice e-instructors that students would not only share knowledge, but also co-construct knowledge, there was little evidence of the latter. In terms of Booth and Hultén's (2003) analytic contributions were uncommon. In other words, knowledge-sharing discourse rather than knowledge-construction discourse was the norm. In addition, mismatch between the authors' expectations about students' levels of cognitive engagement during their discussions and the instructional design. Thus, the authors interrogate their assumptions and identify design considerations that should underpin online pedagogy as it pertains to meaningful online discussion.

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Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework

Cited by 724 publications

References 11 publications

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

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