Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education

By Peter Shea, Temi Bidjerano. Comput. Educ., 2009

641 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/472c26d294a7735f7c57b9b8c5f4d42b9fd1e20b

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “Journal of Asynchronous Learning Networks, Volume 13: Issue 3 77 teaching and social presence represent the processes needed to create paths to and cognitive presence for online learners” [24].”
Investigating students' perceptions of motivating factors of online class discussions (2017, background): “…A = Agree; N = Neither agree nor disagree; D = Disagree; SDA = Strongly Disagree Discussion Interest in online education is growing, and the number of online classes offered in higher education has been increasing (An & Frick, 2006; Christensen, et al., 2011; Nagel, 2010; Shea & Bidjerano 2009).”
Educational use of social networking technology in higher education (2010, result): “Results from the study were in line with Summers and Svinicki (2007) and much previous research (Garrison, Anderson, and Archer 2000; Shea 2006; Shea and Bidjerano 2008) that showed social, cognitive, and teaching elements are interrelated and necessary for nurturing the sense of classroom…”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, background): “These results are consistent with the findings of a similar study conducted by Shea and Bidjerano (2009) who reported a good fitting model with the benefit of a sample size greater than 2000.”
Social Presence within the Community of Inquiry Framework. (2011, methodology): “Shea and Bidjerano (2009a) found that the “vast majority” of students achieved higherlevel cognitive presences (integration and resolution) but that this seemed to be the result of activities other than online discussion forums.”
Online Education and Its Effective Practice: A Research Review (2016, methodology): “Employing the factor analysis methodology, Shea and Bidjerano (2009) demonstrated that cognitive presence may be influenced by social presence with the level of comfort in online discussion, and “lower level of comfort with online discussion is strongly correlated with lower levels of cognitive…”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “A recent study conducted by Shea and Bidjerano (2009) concluded that the epistemic engagement approach, which foregrounds the role of learners as collaborative knowledge builders, is more fully articulated and extended through a community of inquiry.”
The first decade of the community of inquiry framework: A retrospective (2010, background): “A recent study explored the causal relationships among the presences (Shea & Bidjerano, 2009).”
Social Presence and Online Learning: A Review of Research (2011, methodology): “The CoI model, however, evolved from the social constructivist paradigm, and attempts to empirically test the concept in relation to other dynamics in online learning (e.g., Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea, & Swan, 2008; Shea & Bidjerano, 2009; Swan & Shih, 2005).”
Investigating factors that influence social presence and learning outcomes in distance higher education (2011, background): “Many researchers such as Garrison, ClevelandInnes, and Fung (2010) and Shea and Bidjerano (2009) empirically proved that teaching presence is a determinant to predict social presence and cognitive presence of online students in higher education.”
The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses (2016, result): “Thus, our study supported the findings of Shea and Bidjerano (2009) and Garrison and Cleveland-Innes (2005) that suggest social presence is not sufficient by itself to produce an effective online learning environment; teaching presence, complimentary with cognitive and social presence, is necessary…”
The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence (2012, neutral): “Validity and reliability for the instrument has been demonstrated previously in several large studies, and the survey has been found to appropriately measure the constructs of cognitive presence, teaching presence, and social presence (Arbaugh et al., 2008; Shea & Bidjerano, 2009).”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, background): “Moreover, a recent study indicated that epistemic engagement in which the students become collaborative knowledge builders is well articulated and extended through the CoI framework (Shea & Bidjerano, 2009).”