The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
LEARNING OUTCOMES AND PRESENCES
D. Randy Garrison
July 10, 2018

In this post I will pick-up on the topic of learning outcomes and the CoI framework that I addressed in a previous editorial (June 19, 2017). At the time I had emphasized that the CoI framework is a model founded on the process of collaborative inquiry. To be clear, a CoI may be transactional but it has specific, intended, and worthwhile learning outcomes. Furthermore, the CoI transaction is based upon the premise that a collaborative constructivist learning experience may be the most effective means to achieve deep and meaningful learning outcomes. While there is evidence that perceived and real quality outcomes are associated with a CoI experience (Garrison, 2017, p. 59), further evidence is required to validate this premise.

With this in mind I was pleased to see new research emerge that explored the interdependencies of the CoI presences and learning outcomes (Yussiff, Ahmad, & Mustapha, 2018). This study used experimental and control groups (60 and 42 participants respectively) to assess the influence of the presences (using the CoI questionnaire) on actual learning outcomes in an e-collaborative learning environment as measured by pre and post-test syllabus performances. The findings validated the CoI questionnaire and using a structural equation model it was “demonstrated that collaborative learning experience strongly predict learning outcomes indirectly through the mediating and moderating effects of the three presences” (Conclusion).

I find these results encouraging but not surprising. We have predicted such results from the outset based on the premise that when deep and meaningful learning expectations exist and care is given to designing and facilitating a collaborative constructivist learning experience, quality outcomes will result. Future research, however, should also consider the quality of learning outcomes. I have argued that a CoI approach (collaborative inquiry) is not required for simple recall of information (surface learning). Collaborative inquiry is simply not necessary or efficient as a means to transfer knowledge in whole. On the other hand, if the goal is to construct deep learning outcomes, then investment in collaborative inquiry is not only justified but arguably essential. The research challenge is to demonstrate that deep learning outcomes are the result of a CoI approach.

Therefore, it is clear to me that linking learning outcomes to the concerted influence of the CoI presences is an area that deserves further study such that it will contribute to the validation of the CoI framework as a means to achieve deep and meaningful learning outcomes.



REFERENCES

Garrison, D. R. (2017). E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (3rd Edition). London: Routledge/Taylor and Francis.

Yussiff, A-S., Ahmad, W. F. W. & Mustapha, E. E. (2018). E-Collaborative Learning experience, Interdependencies of Presences and Learning Outcomes: Evidence of Mediating and Moderating Effects. International Journal of Business Information Systems, forthcoming article.




CONTRIBUTE A RESPONDING EDITORIAL


ABOUT THE AUTHOR

D. Randy Garrison
Professor Emeritus, University of Calgary
D. Randy Garrison is professor emeritus at the University of Calgary.Dr. Garrison has published extensively on teaching and learning in adult, higher and distance education contexts. He has authored, co-authored or edited fifteen books; 94 articles; 68 book chapters; 40 conference proceedings; and more than 100 academic presentations. His major books are: Garrison, D. R. (2017). E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (3rd Edition); Garrison, D. R. (2016). Thinking Collaboratively: Learning in a Community of Inquiry; Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles and guidelines; Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching-learning: A framework for adult and higher education. Curriculum vitae


RECENT EDITORIALS

Cognitive Presence Update
D. Randy Garrison
January 25, 2023
The cognitivepresence (CP) construct describes the essence of the inquiry process within acommunity of learners. That is, it reflects a process that fuses individualreflection in

COVID-19 online learning: Lessons learned?
D. Randy Garrison
December 7, 2022
The evidence is becoming clear regarding the success or failure of online learning duringCOVID-19. Notwithstanding the challenges of time constraints and professional development support

Motivation and the CoI Framework
D. Randy Garrison
October 6, 2022
Recently a graduate student interviewed me about the Community of Inquiry (CoI) framework and the issue of motivation. This caused me to reflect on work that I had done on the topic of motivation earlier in my career that had indirectly contributed to ...

Shared Metacognition and Regulation Response
D. Randy Garrison
August 8, 2022
It is with some ambivalence that I draw your attention to an article that highlights arguable opportunities for improvement of the Community of Inquiry (CoI) framework (Shea, Richardson, & Swan, 2022). The focus of this article is on social ...

Collaborative Inquiry and Asynchronous Discourse
D. Randy Garrison
July 4, 2022
The purpose of this post is to explore the connection between collaborative inquiry (cognitive presence) and asynchronous discourse. As noted in a previous post ( Editorial 34 ), collaborative inquiry is increasingly being
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.