Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study

Arbaugh, J. B.; Bangert, Arthur W.; Cleveland-Innes, Martha

doi:10.1016/j.iheduc.2009.10.006

Cited by 156 publications

(141 citation statements)

References 61 publications

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“…For example, it might explore the effects of both class level and agreement on student satisfaction and learning in online classes, to identify the importance of peer agreement on individual student outcomes. Another promising area is the effects of agreement in online classes in different disciplines, extending the research that has found individual-level differences (Arbaugh, 2005;Arbaugh, Bangert, & Cleveland-Innes, 2010).…”

Section: Limitations Of the Study And Future Researchmentioning

confidence: 79%

The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Section: Limitations Of the Study And Future Researchmentioning

confidence: 79%

The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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“…program, the CoI survey instrument developed by Arbaugh et al (2008) was reviewed and adapted for extending the CoI constructs. The CoI survey was conceptually and empirically validated with a Cronbach's alpha reliability of .84 (.94 for teaching presence, .91 for social presence, and .95 for cognitive presence) across four higher education institutions (Arbaugh et al, 2008) and later used by researchers across disciplines and with large samples (Shea & Bidjerano, 2009;Arbaugh et al, 2010;Archibald, 2010). Arbaugh et al (2010) reported internal consistency reliabilities of .96 for teaching presence, .91 for social presence and .95 for cognitive presence after using the CoI survey with 1173 students from different disciplines.…”

Section: Evaluation Methodologymentioning

confidence: 99%

“…Cognitive presence is influenced both by teaching presence and social presence in an online course Rovai, 2002;Meyer, 2003;Garrison & Cleveland-Innes, 2005;Arnold & Ducate, 2006;Archibald, 2010;Garrison et al, 2010), and has been found to be higher in disciplines that foster soft and applied skills (Arbaugh et al, 2010).…”

Section: Cognitive Presencementioning

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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“…And, just as with face-to-face, Arbaugh et al [36] note that, "disciplinary effects may have a strong effect on student satisfaction with online learning" (p39). Selwyn [37] investigated the "messy realities of student engagements with digital technology" by soliciting negative experiences under four headings: Distraction (diverting attention from study; e.g.…”

Section: Student Perceptions Of Learningmentioning

confidence: 99%

Disciplinary Differences and Students’ Learning Preferences

Ellis¹

2017

IJRET

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The provision of education at scale with finite resources almost inevitably means there will be an abundance of common approaches that aim to provide best-fit solutions for subject matter, teachers and learners. This paper considers differences in the characteristics of subject matter across academic disciplines, and how those differences affect not only on how subjects are best taught and assessed, but also the nature of those who are drawn to different fields, either as students or teachers. For the growing number of distance or online learners (purely, or

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Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study

Cited by 156 publications

References 61 publications

The teacher as leader: Effect of teaching behaviors on class community and agreement

The teacher as leader: Effect of teaching behaviors on class community and agreement

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

Disciplinary Differences and Students’ Learning Preferences

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