The Community of Inquiry framework meets the SOLO taxonomy: a process‐product model of online learning

Shea, Peter; Gozza-Cohen, Mary; Uzuner, Sedef; Mehta, Ruchi; Valtcheva, Anna; Hayes, Suzanne; Vickers, Jason

doi:10.1080/09523987.2011.576514

Cited by 28 publications

(15 citation statements)

References 20 publications

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“…More than 5.5 million college students in the U.S. study online (Allen and Seaman, 2010). These data show that one out of four college students enrolled in at least one online course in the U.S. Meta-analytic and traditional research reviews suggest that the learning output of online students are equal to (Abrami et al, 2004;Allen, Bourhis, Burrell and Mabry, 2002;Cavanaugh et al, 2004;Tallent-Runnels et al, 2006;Zhao et al, 2005) or better than students learning in face-toface class (As cited in Shea et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Çevrimiçi Öğrenme Ortamlarında Kullanılan Farklı Etkileşim Araçlarının Öğrencilerin Başarılarına ve Sosyal Bulunuşluk Algılarına Etkisi

Olpak¹,

Çakmak²

2014

Eğitim Teknolojisi Kuram Ve Uygulama

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The overall objective of this study with which the single-factor intergroup experimental pattern was used is to introduce the effects of different interaction tools utilized in online learning environments on academic achievements and social presence perceptions of students. The research was conducted with the contributions of 57 students from the Ahi Evran University, Faculty of Education, Elementary Science Education Department in the 2008-2009 Spring term. To be used in the experimental process of the research, two online learning environments whose unique difference was the different interaction tools used were designed. To provide the interaction in one of the environments, 'Within-group Blog', 'Inter-group Blog', and 'Chat' tools were used and in the other, 'Messaging', 'Forum' and 'Chat' tools were utilized. For determination of the achievements of the students, data in the assessment module integrated to the learning material and the works of the students in the learning environments were used. In addition, at the end of the experimental process a posttest, which is the same with the pretest, was conducted to determine the achievements of the students. For determination of the social presence perceptions of the students, a scale of social presence perception, whose validity and reliability were proved, was used. According to the findings obtained using one-way-ANOVA, the social presence perceptions and achievements of the students did not vary meaningfully with respect to the learning environment they used.

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Section: Discussionmentioning

confidence: 99%

Çevrimiçi Öğrenme Ortamlarında Kullanılan Farklı Etkileşim Araçlarının Öğrencilerin Başarılarına ve Sosyal Bulunuşluk Algılarına Etkisi

Olpak¹,

Çakmak²

2014

Eğitim Teknolojisi Kuram Ve Uygulama

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“…Community of inquiry learning model is one model of learning that can combine face to face learning and online or blended learning that can enhance the understanding of learners (cognitive presence), their social relationships between learners (Social presence) and their facilitators in the learning (Akyol & Garrison, 2008;Garrison & Vaughan, 2011;Hilliard & Stewart, 2019;Shea et al, 2011;Padilla & Kreider, 2018). Blended learning is a way for teachers to use various technologies to improve effectiveness in learning (Uz & Uzun, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The community of inquiry learning model consists of three interrelated components namely teaching presence, cognitive presence, and social presence. Social presence indicator is the presence of social relationships between learners, encourage learners to be actively involved in cooperation, mutual trust collaborate in the investigation to achieve the learning objectives (Arbaugh et al, 2008;Garrison, 2019;Hilliard & Stewart, 2019;Shea et al, 2011;Saadatmand et al, 2017). A community of inquiry learning model encourages developing cognitive and social skills.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Community of Inquiry (CoI) Learning Model and Learning Style towards Social Skills

Syarifuddin,

Setyosari,

Sulton

et al. 2020

EUROPEAN J ED RES

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This study aims to examine and describe the effect of the community of inquiry (CoI) learning model and learning styles on students' social skills. The sample used was a student of the faculty of education IAIM Bima Indonesian totaling 114 people, consisting of two experimental groups with 56 students and two control groups were 58 students. The community of inquiry (CoI) learning model was applied in the experimental group whereas the control group applied a cooperative learning model (comparison). This research is a quasi-experiment in which the analysis of prerequisites is applied; normality used the normality QQ plot and homogeneity of variance test used Levene's test. Research data were analyzed by applying the Analysis of Variance (ANOVA). The results of show that there are significant differences in the social skills of students who use the community of inquiry (CoI) learning model with cooperative learning model, there are differences in social skills of students in terms of the dimensions of learning styles of visual, auditory and kinesthetic, there is also an interaction between community of inquiry (CoI) learning model and learning styles on students' social skills.

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“…SOLO-based studies include Gibson, Kitto, and Willis (2014) who map the taxonomy to their proposed learning analytics system, and Karaksha et al (2014) use Bloom and SOLO to evaluate the impact of e-learning tools in a higher education setting. In addition, Shea et al (2011) adopt CoI and SOLO to evaluate discussion within online courses, and Campbell (2015) and Ginat and Menashe (2015) apply SOLO to the assessment of writing.…”

Section: Structure Of Observed Learning Outcome Taxonomymentioning

confidence: 99%

“…These differences in focus inevitably lead to some instruments identifying some activities better than others, for example in the MOOC2014 corpus, examples of all dimensions in all instruments were identified with the exception of 'Figurative' in DiAL-e and 'Extended Abstract' in SOLO. While it should be recognised that cognition is a complex phenomenon that is not fully understood, and the simple metrics used in this study cannot explain the richness of human behaviour in this setting, Shea et al (2011) suggest combining different CA methods as a method to achieve greater accuracy.…”

mentioning

confidence: 99%

How should we measure online learning activity?

O’Riordan

Millard

Schulz

2016

Research in Learning Technology

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The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC) comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e) framework, Bloom's Taxonomy, Structure of Observed Learning Outcomes (SOLO) and Community of Inquiry (CoI). Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes.

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The Community of Inquiry framework meets the SOLO taxonomy: a process‐product model of online learning

Cited by 28 publications

References 20 publications

Çevrimiçi Öğrenme Ortamlarında Kullanılan Farklı Etkileşim Araçlarının Öğrencilerin Başarılarına ve Sosyal Bulunuşluk Algılarına Etkisi

Çevrimiçi Öğrenme Ortamlarında Kullanılan Farklı Etkileşim Araçlarının Öğrencilerin Başarılarına ve Sosyal Bulunuşluk Algılarına Etkisi

The Effect of the Community of Inquiry (CoI) Learning Model and Learning Style towards Social Skills

How should we measure online learning activity?

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