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Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts
Ariati, Jati · Pham, Thomas · Vogler, Jane S

Published27 July 2023
JournalActive Learning in Higher Education

ABSTRACT
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. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students’ perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates ( n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included.


CoI focusFull model
MethodologyQuantitative
PopulationUndergraduate
Study designSurvey
Data analysisFactor analysis
InstrumentCoI survey
ContributionEmpirical
Sample size282
Study aim"The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts"
Finding"Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has an acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses."
LanguageEnglish
ISSN1469-7874
DOIhttps://doi-org.ezproxy.lib.ucalgary.ca/10.1177/14697874231183642
URLhttp://journals.sagepub.com/doi/10.1177/14697874231183642
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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.