2,028
Views
29
CrossRef citations to date
0
Altmetric
Original Articles

Presence and learning in a community of inquiry

, &
Pages 245-258 | Received 15 Sep 2016, Accepted 26 Feb 2017, Published online: 08 May 2017

References

  • Abdous, M., & Yen, C.-J. (2010). A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. The Internet and Higher Education, 13, 248–257. doi:10.1016/j.iheduc.2010.04.005
  • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 28–103. doi:10.1007/s12528-011-9043-x
  • Akyol, Z., Arbaugh, J. B., Cleveland-Innes, M., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2009). A response to the review of the Community of Inquiry framework. The Journal of Distance Education, 23, 123–136. Retrieved from http://www.ijede.ca/index.php/jde/index
  • Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3–22. doi:10.24059/olj.v12i3.72
  • Akyol, Z., & Garrison, D. R. (2010). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42, 233–250. doi:10.1111/j.1467-8535.2009.01029.x
  • Akyol, Z., Vaughan, N., & Garrison, D. R. (2011). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments, 19, 231–246. doi:10.1080/10494820902809147
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4(2), 1–14. doi:10.19173/irrodl.v4i2.149
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17. Retrieved from https://onlinelearningconsortium.org/read/online-learning-journal/
  • Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distance Learning, 12, 40–56. doi:10.19173/irrodl.v12i5.924
  • Arbaugh, J. B. (2008). Does the community of inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distance Learning, 9(2), 1–21. doi:10.19173/irrodl.v9i2.490
  • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2007). Community of inquiry survey instrument (draft v14). The International Review of Research in Open and Distance Learning. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey/
  • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11, 133–136. doi:10.1016/j.iheduc.2008.06.003
  • Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition and motivation. The Journal of Educators Online, 7(1), 1–30. doi:10.9743/JEO.2010.1.2
  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243–1289. doi:10.3102/0034654309333844
  • Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394. doi:10.1007/BF01680526
  • Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). New York, NY: Academic Press.
  • Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). New York, NY: Society for Research into Higher Education & Open University Press.
  • Boston, W., Diaz, S. R., Gibson, A. M., Ice, P., Richardson, J., & Swan, K. P. (2009). An exploration of the relationship between indicators of the community of inquiry framework and retention in online programs. Journal of Asynchronous Learning Networks, 13, 67–83. Retrieved from http://sloanconsortium.org/publications/olj_main
  • Chan, C. C., Tsui, M. S., Chan, M. Y. C., & Hong, J. H. (2002). Applying the structure of the observed learning outcomes (SOLO) taxonomy on student’s learning outcomes: An empirical study. Assessment & Evaluation in Higher Education, 27, 511–527. doi:10.1080/0260293022000020282
  • Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Student-content interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content. Journal of Computing in Higher Education, 23, 157–186. doi:10.1007/s12528-011-9047-6
  • Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59, 395–430. doi:10.2307/1170205
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11, 61–72. Retrieved from http://sloanconsortium.org/publications/olj_main
  • Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. New York, NY: Taylor & Francis.
  • Garrison, D. R. (2012). Article review—Social presence within the community of inquiry framework. The International Review of Research in Open and Distance Learning, 13, 250–253. doi:10.19173/irrodl.v13i1.1184
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105. doi:10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 7–23. doi:10.1080/08923640109527071
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, 5–9. doi:10.1016/j.iheduc.2009.10.003
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10, 157–172. doi:10.1016/j.iheduc.2007.04.001
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19, 133–148. doi:10.1207/s15389286ajde1903_2
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8, 61–74. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/index
  • Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13, 31–36. doi:10.1016/j.iheduc.2009.10.002
  • Gonyea, R. M. (2005). Self-reported data in institutional research: Review and recommendations. New Directions for Institutional Research, 2005, 73–89. doi:10.1002/ir.156
  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 397–431. doi:10.2190/7MQV-X9UJ-C7Q3-NRAG
  • Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57, 1654–1664. doi:10.1016/j.compedu.2011.02.008
  • Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3), doi:10.1111/j.1083-6101.2005.tb00256.x
  • Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13, 57–74. Retrieved from http://www.ijede.ca/index.php/jde/index
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38, 260–271. doi:10.1111/j.1467-8535.2006.00620.x
  • Mabe, P. A., & West, S. G. (1982). Validity of self-evaluation of ability: A review and meta-analysis. Journal of Applied Psychology, 67, 280–296. doi:10.1037/0021-9010.67.3.280
  • Mayer, R. E. (2009). Constructivism as a theory of learning versus constructivism as a prescription for instruction. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 184–200). New York, NY: Routledge.
  • Mehrabian, A. (1968). Some referents and measures of nonverbal behavior. Behavior Research Methods & Instrumentation, 1, 203–207. doi:10.3758/BF03208096
  • Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. doi:10.1080/08923648909526659
  • Pike, G. R. (1996). Limitations of using students’ self-reports of academic development as proxies for traditional achievement measures. Research in Higher Education, 37, 89–114. doi:10.1007/BF01680043
  • Pike, G. R. (1999). The constant error of the halo in educational outcomes research. Research in Higher Education, 40, 61–86. doi:10.1023/A:1018774311468
  • Pohlmann, J. T., & Beggs, D. L. (1974). A study of the validity of self-reported measures of academic growth. Journal of Educational Measurement, 11, 115–119. doi:10.1111/j.1745-3984.1974.tb00980.x
  • Richardson, J. C., & Swan, K. P. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7, 68–88. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/index
  • Rogers, P., & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behaviour & Information Technology, 24, 151–158. doi:10.1080/01449290410001723472
  • Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14, 50–71. Retrieved from http://www.ijede.ca/index.php/jde/index
  • Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education, 23, 19–48. Retrieved from http://www.ijede.ca/index.php/jde/index
  • Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5, 197–211. doi:10.1016/S1096-7516(02)00102-1
  • Shea, P., & Bidjerano, T. (2009a). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21, 199–217. doi:10.1007/s12528-009-9024-5
  • Shea, P., & Bidjerano, T. (2009b). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52, 543–553. doi:10.1016/j.compedu.2008.10.007
  • Shea, P., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valtcheva, A. V., Hayes, S., & Vickers, J. (2011). The Community of Inquiry framework meets the SOLO taxonomy: A process‐product model of online learning. Educational Media International, 48, 101–113. doi:10.1080/09523987.2011.576514
  • Shea, P., Li, C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9, 175–190. doi:10.1016/j.iheduc.2006.06.005
  • Shea, P., Li, C., Swan, K. P., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9, 59–82. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/index
  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24, 69–86. doi:10.1080/01587910303048
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of communications. London: Wiley.
  • So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51, 318–336. doi:10.1016/j.compedu.2007.05.009
  • Swan, K. P., & Shih, L. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115–136. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/index
  • Witt, P., Wheeless, L., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184–207. doi:10.1080/036452042000228054

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.