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

By Zehra Akyol. 2008

655 citations recorded by the source corpus.

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 in order 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.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/146aee688ab67f15ce67b0503348b88a76d80843

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, neutral): “…online business courses occurred outside of threaded discussion areas that are not included in past investigations of the teaching presence construct (e.g., Akyol & Garrison, 2008; Anderson et al., 2001; Bliss & Lawrence, 2009; Coll, Engel, & Bustos, 2009; Pawan, Paulus, Yalcin, & Chang, 2003).”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “Recently, there is growing research examining such external factors as the effect of time (Akyol & Garrison, 2008), the effect of course duration (Akyol, Vaughan, & Garrison, in press), and the effect of immediacy-enhancing technologies or rich Internet applications (Ice, Curtis, Phillips, & Wells,…”
Social Presence and Online Learning: A Review of Research (2011, background): “Similarly, Shea, Li, and Pickett (2006) and Akyol and Garrison (2008) surveyed students and explored their perceived learning by directly asking students whether they learned in the online course.”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, background): “Researchers have shown there is a relationship between such things as social presence and student satisfaction (Akyol & Garrison, 2008; Borup, West, & Graham, 2012; Gunawardena, 1995; Gunawardena & Zittle, 1997; Hostetter & Busch, 2006; Kim, 2011; Richardson & Swan, 2003; So & Brush, 2008), social…”
Social Presence within the Community of Inquiry Framework. (2011, background): “Akyol and Garrison (2008) studied the progression of constituent parts of the three CoI presences over time in a group of 16 graduate students by coding about 500 discussion forum messages.”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, methodology): “Another use of this instrument is to study the contextual dynamics of the three presences over time (Akyol & Garrison, 2008).”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, methodology): “The main components of teaching presence include design and organization, facilitating discourse, and direct instruction (Akyol & Garrison, 2008; Anderson, Rourke, Garrison, & Archer, 2001).”
The first decade of the community of inquiry framework: A retrospective (2010, background): “As a result of the work of Zehra Akyol and the availability of the CoI survey instrument (Akyol & Garrison, 2008), there have been some preliminary but revealing findings with regard to the internal dynamics of the presences as well as the interrelationships among the presences in a community of…”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “…have reported a positive relationship between students’ perceived social presence and their satisfaction with their instructors (Richardson & Swan, 2003), with their courses (Akyol & Garrison, 2008; Hostetter & Busch, 2006), as well as with retention rates in online courses (Boston, et. al., 2009).”
Validating a Measurement Tool of Presen ce in Online Communities of Inquiry (2008, background): “In addition, a recent unpublished study has found much higher frequencies of integration (Akyol & Garrison, 2008), suggesting that this may well be due to the nature of the task as well as to the maturity of the students.”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, result): “Though this study demonstrates the significance of social presence indicators on retention, other studies [37, 24] demonstrate the importance of the teaching presence construct on student success, vis-à-vis the establishment of both social and cognitive presence.”