The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Evidence-based collaborative and constructivist online design and practice
Richardson, Jennifer C. · Maeda, Yukiko · Caskurlu, Secil · Kozan, Kadir · Swan, Karen

Published31 January 2024
Book titleThe Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry
Pages 47–67
PublisherRoutledge
EditorsCleveland-Innes, Martha F. · Stenbom, Stefan · Garrison, D. Randy

ABSTRACT
Much of the research on the Community of Inquiry (CoI) framework includes the investigation of course design and instructor practices, yet rarely are these elements reported in enough detail to provide guidance to practitioners. In this chapter, we examine current applications of the CoI from the research base. Next, we discuss four studies our team has conducted: (a) a meta-analysis on Social Presence and student outcomes (e.g., perceived learning and satisfaction: Richardson et al., 2017); (b) a meta-analysis on Teaching Presence and student outcomes (Caskurlu et al., 2020); (c) a meta-analysis on Cognitive Presence and student outcomes (Caskurlu et al., 2022); and (d) a thematic synthesis of the qualitative evidence of the factors influencing students’ online learning experiences as informed by the CoI framework (Garrison et al., 2000). Each of these four studies allowed us to look across contexts, disciplinary areas, and measures. Finally, we provide evidence-based guidelines for developing and implementing collaborative and constructivist online courses.


ISBN9781003246206
DOI10.4324/9781003246206-5
URLhttp://doi.org/10.4324/9781003246206-5
Other information31
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

The Evaluation of Collaborative Synchronous Learning Environment within the Framework of Interaction and Community of Inquiry: An Experimental Study
Aslan, Alper
This study aims to investigate a collaborative synchronous learning environment in terms of students’ community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This ...
Match: collaborative

E-collaborative learning experience, interdependencies of presences and learning outcomes: evidence of mediating and moderating effects
Yussiff, Alimatu-Saadia; Ahmad, Wan Fatimah Wan; Mustapha, Emy Elyanee
Researchers have reported mixed-findings regarding the impact of individual instruction, the class as a whole, and the use of small-group on learning outcomes. The purpose of this study was to investigate the impact of ...
Match: collaborative

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning
Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J.
The purpose of this study was to identify emergent themes regarding higher education instructors’ perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. ...
Match: collaborative

Collaborative Learning and Learner Engagement within the Community of Inquiry Model: A Systematic Review
Das, Runu Mani; Madhusudan, J. V.
The Community of Inquiry (CoI) approach is one of the most recent methods aimed at enhancing learner engagement in online learning environments. This model centers on three key elements: teaching presence, social ...
Match: collaborative

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; collaborative

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

Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
Pawan, Faridah; Paulus, Trena M.; Yalcin, Semon; Chang, Ching-Fen
Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the ...

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

Designing a Community of Inquiry in Online Courses
Flock, Holly
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality ...

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. ...
Match: constructivist
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.