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The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence
Akyol, Zehra and Garrison, D. Randy

PublishedDecember 2008
JournalJournal of Asynchronous Learning Networks
Volume 12, Issue 3, Pages 3-22
CountryCanada, North America

ABSTRACT
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.

Keywords online learning · community of inquiry · social presence · cognitive presence · teaching presence · group identity · CoI survey · negotiated coding · perceived learning · satisfaction

CoI focusFull model
MethodologyQualitative
PopulationGraduate
Study designCase study
Data analysisTranscript analysis
InstrumentCoI survey
ContributionPractical
Sample size16
LanguageEnglish
ISSN1939-5256
RefereedYes
URLhttps://eric.ed.gov/?id=EJ837483
ExportBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
EJ837483.pdf · 117.2KB



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