Reconceptualizing the community of inquiry framework: An exploratory analysis

Shea, Peter; Hayes, Suzanne; Uzuner-Smith, Sedef; Gozza-Cohen, Mary; Vickers, Jason; Bidjerano, Temi

doi:10.1016/j.iheduc.2014.05.002

Cited by 96 publications

(88 citation statements)

References 27 publications

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“…Using the LP coding scheme (Shea et al 2012;Shea et al, 2013;Shea et al, 2014) with some modifications (see Appendix), we identified occurrences of LP in both teams' transcripts. To calibrate consistency in applying the LP codes, two of us first practiced coding using two archived team discussions from an earlier term of the same course (we call this phase 'practice coding').…”

Section: Methodsmentioning

confidence: 99%

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Hayes

Smith

Shea

2015

OLJ

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As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners' discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

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Section: Methodsmentioning

confidence: 99%

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Hayes

Smith

Shea

2015

OLJ

Self Cite

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“…One modification is a proposal that the framework should include a learning presence. This presence reflects planning, monitoring, adapting strategies, and reflections on results (Shea & Bidjerano, 2010;Shea et al, 2014). Another suggested modification is to add an element reflecting the emotional aspect of learning.…”

Section: The Community Of Inquiry Frameworkmentioning

confidence: 99%

Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching

Stenbom

Cleveland-Innes

Hrastinski

2016

OLJ

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Emotions have been confirmed to be a critical component of the process of learning. In the online Community of Inquiry theoretical framework, and the recently suggested online Relationship of Inquiry framework, emotions are considered a subsection of social presence. In this study, the concept of emotional presence is examined. This examination occurs within the Relationship of Inquiry framework, developed to analyze one-to-one online coaching. A survey of online coaches and a transcript coding procedure from the online coaching service Math Coach provide the data for the study. The results indicate that a Relationship of Inquiry framework consisting of cognitive, social, teaching, and emotional presence enhances the exploration of one-to-one online coaching settings. The interpretation of these results identifies emotional presence as an essential and distinct part of one-to-one online math coaching.

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“…However, the teacher's role is more demanding than that of other participants, and carries with it higher levels of responsibility for establishing and maintaining the discourse that creates and sustains social presence" (Anderson et al, 2001, p. 7). Shea, Hayes, Uzuner-Smith, Gozza-Cohen, Vickers, and Bidjerano (2014) found the social dimension of teaching online to be so intertwined with teaching presence they recommended a reconceptualized Community of Inquiry framework that included the construct of social-teaching presence.…”

Section: Discussionmentioning

confidence: 99%

A Critical Analysis of Characteristics that Influence the Effect of Instructor Discussion Interaction on Student Outcomes

Hoey

2017

OLJ

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Teaching presence facilitates students' social and cognitive presence in online courses. Instructor interaction in discussion forums, a widely adopted instructional strategy, establishes teaching presence but research on the optimal frequency and content of instructor interaction in discussion is underdeveloped. This research evaluated 1625 instructor posts in 36 graduate-level courses in education to determine their impact on students' perceptions of the quality of the instructor and course, students' perceptions of their learning, and students' actual achievement. Findings suggest the frequency of instructor interaction in discussion has no effect on student outcomes, but posts that are instructional improve students' perceptions of their learning, and posts that are conversational improve students' perceptions of instructor and course quality, and their actual academic achievement. Implications for instructors and policymakers are addressed.Keywords: Online learning, instructional strategy, instructor engagement, Community of Inquiry, teaching presence, discussion, instructor interaction Hoey, R. (2017). Examining the characteristics and content of instructor discussion interaction upon student outcomes in an online course. Online Learning, 21(4), 263-281. doi: 10.24059/olj.v21i4.1075 Examining the Characteristics and Content of Instructor Discussion Interaction upon Student Outcomes in an Online CourseThe literature on distance education is unwavering about two conclusions: adult students should be in control of their own learning (Knowles, 1988;Merriam, Caffarella, & Baumgartner, 2007) but want their instructors to be engaged in their courses (Mazzolini & Maddison, 2007). What is not clear are the types, frequency, and characteristics of instructor engagement that result in the most significant student outcomes (Baran, Correia & Thompson, 2011;Kauffman, 2015;Means, Toyama, Murphy, Bakia & Jones, 2010). This research explored one common type of instructor engagement-interaction in discussion forums-to determine the extent to which frequency and contents of instructor discussion interaction impacted students' academic and satisfaction outcomes. Findings may inform policies regarding instructor engagement in online courses. Theoretical FrameworkIn their highly regarded principles for good practice, Chickering and Gamson (1987) lauded the impact of interaction between the faculty and students, reciprocity and cooperation between students, and active learning of the content. Moore and Kearsley (1996) noted that three critical interactions must take place for students learning online: teacher-student interaction, student-student interaction, and student-content interaction. Similarly, Garrison, Anderson, and Archer (2000) suggested an online course becomes a Community of Inquiry (CoI) when students experience teaching presence, social presence, and cognitive presence that foster deep and meaningful learning. Teaching presence is "the design, facilitation, and direction of cognitive and social processes ...

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Reconceptualizing the community of inquiry framework: An exploratory analysis

Cited by 96 publications

References 27 publications

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Emotional Presence in a Relationship of Inquiry: The Case of One-to-One Online Math Coaching

A Critical Analysis of Characteristics that Influence the Effect of Instructor Discussion Interaction on Student Outcomes

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