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Enhancing Spiritual Well-Being of Adjunct Faculty in Online Accelerated Higher Education
Sooy, Mark
Online adjunct faculty in Christian higher education have an important role in training students for church and ministry leadership. While their role is critical to many programs, online faculty often feel a sense of ...
Posted September 20, 2023

Engaging Student Teachers in Academic Reading and Reflection Using Social Video-Sharing
Nilsen, Anders Grov; Engevik, Liv Inger; Almås, Aslaug Grov
This article reports on how a social video-sharing platform can engage student teachers in academic reading and reflection. The concepts of social, cognitive, and teaching presences are utilized as a theoretical ...
Posted August 24, 2023

Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts
Ariati, Jati; Pham, Thomas; Vogler, Jane S
Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. ...
Posted July 28, 2023

Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching
Sundgren, Marcus; Jaldemark, Jimmy; Cleveland-Innes, Martha
This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan's seminal work on disciplinary epistemological structures and how these structures impact ...
Posted March 22, 2023

Community of Inquiry Framework: Research Trends between 2000-2020
Olpak, Yusuf Ziya
The current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some ...
Posted November 29, 2022

An investigation into the community of inquiry of blended classrooms by a Faculty Learning Community
Wicks, David A.; Craft, Baine B.; Mason, Geri N.; Gritter, Kristine; Bolding, Kevin
A Faculty Learning Community (FLC) comprised of six professors representing different disciplines came together to study, develop, and teach blended learning courses. As an FLC, the researchers sought to evaluate ...
Posted November 24, 2022

Translating and Validating the Community of Inquiry Survey Instrument in Brazil
Parulla, Cibele Duarte; Weissheimer, Anne Marie; dos Santos, Marlise Bock; Cogo, Ana Luísa Petersen
Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate ...
Posted November 1, 2022

Confirmatory Factor Analysis on the Sub-Construct of Teaching Presence’s in the Community of Inquiry
Nasir, M. Khalid M.; Surat, Shahlan; Maat, Siti Mistima; Karim, Aidah Abd; Daud, Md. Yusoff
This study aims to re-examine the reliability and validity of three sub-constructs in measuring the level of teaching presence from one of the essential elements in the Community of Inquiry model. The measurement ...
Posted October 18, 2022

Facilitating critical thinking in asynchronous online discussion: comparison between peer- and instructor-redirection
Oh, Eunjung Grace; Huang, Wen-Hao David; Hedayati Mehdiabadi, Amir; Ju, Boreum
The purpose of this paper is to explore and compare learners’ critical thinking and interaction during an asynchronous online discussion when peer- or instructor-facilitation was provided. Current literature on online ...
Posted October 18, 2022

Exploring the influences of MOOC design features on student performance and persistence
Xing, Wanli
Massive open online courses (MOOCs) face persistent challenges related to student performance, including high rates of attrition and low student achievement scores. Previous studies that have examined the performance of ...
Posted October 18, 2022

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The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.