Publication year: 2011
Source: The Internet and Higher Education, In Press, Accepted Manuscript, Available online 26 August 2011
Peter, Shea , Suzanne, Hayes , Sedef, Uzuner , Jason, Vickers , Temi, Bidjerano , …
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice….
Highlights: ► As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. ► The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element – learning presence. ► Results indicate that learning presence is evident in more complex learning activities that promote collaboration ► Learning presences is the only construct we found to be correlated with course grades. ► Teaching presence is important and should not be minimized but we need to know more about the roles of online learners as learners.