The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
A Construct Revalidation of the Community of Inquiry Survey: Empirical Evidence for a General Factor Under a Bifactor Structure
Yang, Hongwei and Su, Jian

Published22 November 2021
JournalInternational Journal of Open and Distance Learning
Volume 22, Issue 4, Pages 22-40
CountryUnited States, North America

ABSTRACT
The study revisited the community of inquiry (CoI) instrument for construct revalidation. To that end, the study used confirmatory factor analysis (CFA) to examine four competing models (unidimensional, correlated-factor, second-order factor, and bifactor models) on model fit statistics computed using parameter estimates from a statistical estimator for ordinal categorical data . The CFA identifie d as the optimal structure the bifactor model where all items loaded on their intended domains and the existence of the general factor was supported, essentially evidence of construct validity for the instrument. The study further examined the bifactor model using mostly model-based reliability measures. The findings confirmed the contributions of the general factor to the reliability of instrument scores. The study concluded with validity and reliability evidence for the bifactor model, supported the model as a valid and reliable representation of the CoI instrument and a fuller representation of the CoI theoretical framework, and recommended its use in CoI-related research and practice in online education.

Keywords community of inquiry, teaching presence, social presence, cognitive presence, bifactor model, construct revalidation

CoI focusFull model
MethodologyQuantitative
PopulationGraduate
Data analysisFactor analysis
InstrumentCoI survey
ContributionEmpirical
Sample size238
Study aim"Revisited the community of inquiry (CoI) instrument for construct revalidation."
Finding"Confirmed the contributions of the general factor to the reliability of instrument scores. The study concluded with validity and reliability evidence for the bifactor model, supported the model as a valid and reliable representation of the CoI instrument and a fuller representation of the CoI theoretical framework, and recommended its use in CoI-related research and practice in online education."
Published atCanada
LanguageEnglish
ISSN1492-3831
RefereedYes
RightsPublic domain
DOI10.19173/irrodl.v22i4.5587
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

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; united states

New exploratory and confirmatory factor analysis insights into the community of inquiry survey
Kozan, Kadir; Richardson, Jennifer C.
This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were ...
Match: full model; factor analysis; united states

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: full model; factor analysis

Examining online teaching, cognitive, and social presence for adult students
Ke, Fengfeng
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors ...
Match: full model; united states

Exploring communities of inquiry in Massive Open Online Courses
Kovanović, Vitomir; Joksimović, Srećko; Poquet, Oleksandra; Hennis, Thieme; et al.
This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a ...
Match: full model; united states

The incremental predictive validity of teaching, cognitive and social presence on cognitive load
Kozan, Kadir
The purpose of this study was to investigate the predictive validity of teaching, cognitive and social presence from a cognitive load perspective when perceived learning satisfaction was under control. To serve this ...
Match: full model; united states

Exploring presence in online learning through three forms of computer-mediated discourse analysis
Zhu, Meina; Herring, Susan C.; Bonk, Curtis J.
This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online ...
Match: full model; united states

Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education
Oyarzun, Beth; Hancock, Charlotte; Salas, Spencer; Martin, Florence
With the arrival of the COVID-19 pandemic in March 2020, teacher colleges across the country suddenly shifted to online. In many cases, faculty, wary of shortchanging students of a meaningful learning experience, ...
Match: full model; united states

A content analytic comparison of FTF and ALN case-study discussions
Heckman, Robert; Annabi, Hala
While much research has shown that ALNs can produce learning equivalent to FTF classrooms, there has been little empirical research that explicitly and rigorously explores similarities and differences between the ...
Match: full model; united states
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.