The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
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
ExportBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 0 distinct readers




COMMUNITY NOTES

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.

POST A COMMENT
SIMILAR RECORDS

Validation of the Italian Version of the Community of Inquiry Survey
Nizzolino, Salvatore; Canals, Agustí; Temperini, Marco
This work presents the process of validation of the community of inquiry (CoI) survey in its Italian version. For over two decades, the CoI framework has been used to conceptualize online higher-order teaching/learning ...
Match: full model; factor analysis

A Constructivist Approach to Online Learning: The Community of Inquiry Framework
Swan, Karen; Garrison, Randy; Richardson, Jennifer
This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey‟s progressive understanding of education. The CoI framework is a process model of ...
Match: constructivist; full model

A Constructivist Approach to Online Learning: The Community of Inquiry Framework
Swan, Karen; Garrison, D. R.; Richardson, Jennifer C.
This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey’s progressive understanding of education. The CoI framework is a process model of ...
Match: constructivist; full model

Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches
Akyol, Zehra; Garrison, D. Randy
The adult education literature emphasizes community building in order to increase effectiveness and success of online teaching and learning. In this chapter the Community of Inquiry Framework that was developed by ...
Match: constructivist; full model

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
De Wever, Bram; Schellens, Tammy; Valcke, Martin; Van Keer, Hilde
Research in the field of Computer Supported Collaborative Learning (CSCL) is based on a wide variety of methodologies. In this paper, we focus upon content analysis, which is a technique often used to analyze ...

Teaching in Blended Learning Environments
Vaughan, Norman D.; Cleveland-Innes, Martha; Garrison, D. Randy
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully ...
Match: environments; full model

Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments
Taghizade, Abbas; Hatami, Javad; Noroozi, Omid; Farrokhnia, Mohammadreza; Hassanzadeh, Alireza
This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an ...
Match: environments; full model

Understanding The Use and Impact of Social Media Features on The Educational Experiences of Higher-Education Students in Blended and Distance-Learning Environments
Scialdone, Michael John
Students are increasingly expecting social media to be a component of their educational experiences both outside and inside of the classroom. The phenomenon of interest in this dissertation is understanding how the ...
Match: environments; full model

A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses
Shea, Peter; Li, Chun Sau; Pickett, Alexandra
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in ...
Match: factor analysis

An Empirical Verification of the Community of Inquiry Framework
Arbaugh, J. B.
The purpose of this paper is to report on the results of a study that examines whether the Community of Inquiry (CoI) dimensions of social, teaching, and cognitive presence distinctively exist in e-learning ...
Match: full model; factor analysis
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.