125
Views
0
CrossRef citations to date
0
Altmetric
Media & Communication Studies

Towards developing a 21st century curriculum through the perspective of the community of inquiry (CoI) framework

ORCID Icon & ORCID Icon
Article: 2364387 | Received 08 Sep 2023, Accepted 02 Jun 2024, Published online: 01 Jul 2024

References

  • Akyol, Z., & Garrison, D. (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(3-4), 3–22.
  • Akyol, Z., & Garrison, D. (2011). 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(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
  • Akyol, Z., Arbaugh, J. B., Cleveland-Innes, M., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. (2009). A response to the review of the community of inquiry framework. International Journal of E-Learning & Distance Education/Revue Internationale du e-Learning et la Formation à Distance, 23(2), 123–136.
  • Alman, S. W., Frey, B. A., & Tomer, C. (2012). Social and cognitive presence as factors in learning and student retention: An investigation of the cohort model in an iSchool setting. Journal of Education for Library & Information Science, 53(4), 290–302.
  • Antoniou, P., Gourgoulis, V., Trikas, G., Mavridis, T., & Bebetsos, E. (2003). Using Multimedia as an instructional tool in Physical Education. Journal of Human Movements Studies, 44, 433–446.
  • 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(3-4), 133–136. https://doi.org/10.1016/j.iheduc.2008.06.003
  • Bangert, A. (2008). The influence of social presence and teaching presence on the quality of online critical inquiry. Journal of Computing in Higher Education, 20(1), 34–61. https://doi.org/10.1007/BF03033431
  • Bates, A. W. (2019). Teaching in a digital age (2nd ed.). Tony Bates Associates Ltd.
  • Bebetsos, E, Assoc. Prof., School of Physical Education & SportScience, Democritus University of Thrace, Komotini, [email protected]. (2015). Prediction of participation of undergraduate university students in a music and dance master’s degree program. International Journal of Instruction, 8(2), 165–176. https://doi.org/10.12973/iji.2015.8213a
  • Becker, J.-M., Ringle, C. M., Sarstedt, M., & Völckner, F. (2015). How collinearity affects mixture regression results. Marketing Letters, 26(4), 643–659. https://doi.org/10.1007/s11002-014-9299-9
  • Benitez, J., Henseler, J., Castillo, A., & Schuberth, F. (2020). How to perform and report an impactful analysis using partial least squares: guidelines for confirmatory and explanatory is research. Information & Management, 57(2), 103168. https://doi.org/10.1016/j.im.2019.05.003
  • Bulu, S. T. (2012). Place presence, social presence, co-presence, and satisfaction in virtual worlds. Computers & Education, 58(1), 154–161. https://doi.org/10.1016/j.compedu.2011.08.024
  • Cho, T. (2011). The impact of types of interaction on student satisfaction in online courses. International Journal on E-Learning, 10(2), 109–125.
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
  • Dewey, J. (1959). My pedagogic creed. In J. Dewey (Ed.), Dewey on education (pp. 19–32). Teachers College, Columbia University. (Original work published 1897).
  • Dijkstra, T. K., & Henseler, J, University of Groningen. (2015). Consistent partial least squares path modeling. MIS Quarterly, 39(2), 297–316. https://doi.org/10.25300/MISQ/2015/39.2.02
  • Dunlap, J., & Lowenthal, P. (2009). Tweeting the night away: Using twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129–135.
  • Dunlap, J., & Lowenthal, P. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79–89. https://doi.org/10.5944/openpraxis.10.1.721
  • Farrukh, M., Lee, J. W. C., & Shahzad, I. A. (2019). Intrapreneurial behavior in higher education institutes of Pakistan: the role of leadership styles and psychological empowerment. Journal of Applied Research in Higher Education, 11(2), 273–294. https://doi.org/10.1108/JARHE-05-2018-0084
  • Filippou, F. (2015). The first woman’s dancer improvisation in the area of Roumlouki (Alexandria) through the Dance “Tis Marias”. Ethnologia, 6, 1–24.
  • Fiock, H. S. (2020). Designing a community of inquiry in online courses. International Review of Research in Open and Distributed Learning, 21(1), 134–152.
  • Garrison, D. R. (2015). Thinking collaboratively: learning in a community of inquiry. Routledge.
  • 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(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the twenty-first century. RoutledgeFalmer.
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
  • 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(1-2), 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003
  • Garrison, D., Cleveland-Innes, M., & Fung, T. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36.
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(1-2), 1–12. https://doi.org/10.1016/j.lrp.2013.01.001
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage.
  • Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019a). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
  • Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019b). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566–584. https://doi.org/10.1108/EJM-10-2018-0665
  • Haynes, F. (2016). Trust and the community of inquiry. Educational Philosophy and Theory, 50(2), 144–151. https://doi.org/10.1080/00131857.2016.1144169
  • Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
  • Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International, 49(3), 217–229. https://doi.org/10.1080/09523987.2012.738014
  • Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. Journal of Asynchronous Learning Networks, 14(4), 78–96.
  • Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21–39. https://doi.org/10.1007/BF02940928
  • Kibuku, R. N., Ochieng, D. O., & Wausi, A. N. (2020). e-learning challenges faced by universities in Kenya: A literature review. Electronic Journal of e-Learning, 18(2), 150–161. https://doi.org/10.34190/EJEL.20.18.2.004
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001
  • Ladyshewsky, R. K. (2013). Instructor presence in online courses and student satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1), 1–23. https://doi.org/10.20429/ijsotl.2013.070113
  • Lipman, M. (1991). Thinking in Education. Cambridge University Press.
  • Lipman, M. (2003). Thinking in Education (2nd Ed.). Cambridge University Press.
  • Lowenthal, P., & Dunlap, J. (2018). Investigating students’ perceptions of instructional strategies to establish social presence. Distance Education, 39(3), 281–298. https://doi.org/10.1080/01587919.2018.1476844
  • Mackey, K. R. M., & Freyberg, D. L. (2010). The effect of social presence on affective and cognitive learning in an international engineering course taught via distance-learning. Journal of Engineering Education, 99(1), 23–34. https://doi.org/10.1002/j.2168-9830.2010.tb01039.x
  • Maddrell, J. A., Morrison, G. R., & Watson, G. S. (2011 Community of inquiry framework and learner achievement [Paper presentation]. Annual Meeting of the Association of Educational Communication & Technology, Jacksonville, FL. November).
  • Mutlu, M., & Temiz, B. K. (2013). Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, 8(11), 766–776.
  • Peacock, S., & Cowan, J. (2016). From presences to linked influences within communities of inquiry. International Review of Research in Open and Distance Learning, 17(5), 267–283.
  • Richardson, J. C., Ice, P., & Swan, K. (2009). Tips and techniques for integrating social, teaching, & cognitive presence into your courses [Paper presentation]. Poster session presented at the Conference on Distance Teaching & Learning, Madison, WI.
  • Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001
  • Ringle, C. M., Sarstedt, M., Mitchell, R., & Gudergan, S. P. (2020). Partial least squares structural equation modeling in HRM research. The International Journal of Human Resource Management, 31(12), 1617–1643. https://doi.org/10.1080/09585192.2017.1416655
  • Robb, C. A., & Sutton, J. (2014). The importance of social presence and motivation in distance learning. Journal of Technology. Management & Applied Engineering, 31(1-3), 1–10.
  • Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education, 23(1), 19–48.
  • Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st century skills require 21st century teaching. A Global Cities Education Network report and Scale Development. Asia Society.
  • Scollins-Mantha, B. (2008). Cultivating social presence in the online learning classroom: A literature review with recommendations for practice. International Journal of Instructional Technology & Distance Learning, 5(3), 1–15.
  • Sezgin, S. (2020). Effects of cognitive style to learner behaviours in online communities of practise. Anadolu University.
  • Shea, P., & Bidjeramo, T. (2008). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence in Online Education [Paper presentation]. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
  • Stephens, G. E., & Roberts, K. L. (2017). Facilitating collaboration in online groups. Journal of Educators Online, 14(1), 1–16.
  • Stewart, M. K. (2017). Communities of inquiry: A heuristic for designing and assessing interactive learning activities in technology-mediated FYC. Computers and Composition, 45, 67–84. https://doi.org/10.1016/j.compcom.2017.06.004
  • Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. In Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43–57). IGI global.
  • Vernadakis, N., Antoniou, P., Giannousi, M., Zetou, E., & Kioumourtzoglou, E. (2011). The effect of information literacy on physical education students’ perception of a course management system. Learning, Media and Technology, 36(4), 419–435. https://doi.org/10.1080/17439884.2010.542160
  • Vernadakis, N., Kouli, O., Tsitskari, E., Gioftsidou, A., & Antoniou, P. (2014). University students’ ability-expectancy beliefs and subjective task values for exergames. Computers & Education, 75, 149–161. https://doi.org/10.1016/j.compedu.2014.02.010
  • Wei, Chun-Wang, Chen, Nian-Shing, Kinshuk,. (2012). A model for social presence in online classrooms.Educational Technology Research and Development, 60(3), 529–545. https://doi.org/10.1007/s11423-012-9234-9
  • Zetou, E., Amprasi, E., Michalopoulou, M., & Aggelousis, N. (2011). Volleyball coaches behavior assessment through systematic observation. Journal of Human Sport and Exercise, 6(4), 585–593. https://doi.org/10.4100/jhse.2011.64.02