Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

By J. Ben Arbaugh, Martha Cleveland-Innes, Sebastian R. Diaz, D. Randy Garrison, Philip Ice, Jennifer C. Richardson, Karen P. Swan. Internet and Higher Education, 2008

1,012 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/60deff143646421ae59d5794beea4729380a27cd

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence (2012, background): “Arbaugh et al. (2008) in their survey validation study found Cronbach’s alpha for cognitive presence and teaching presence subscales to be .95 and .94, respectively.”
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, methodology): “Szapkiw, 2012 Block 2 Course format Arbaugh, 2008; Rockinson- Szapkiw, 2012 Block 3 Community of Inquiry (cognitive, social, and teaching) Arbaugh et al., 2008; Shea et al., 2012; Swan et al., 2009 Block 4 Perceived learning Wighting et al., 2013; Kang et al., 2014”
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, positive): “The CoI instrument, (Arbaugh et al., 2008; Shea & Bidjerano, 2008; Swan et al., 2008) was used to assess students ’ perceptions of the quality of their online learning experiences.”
Assessing metacognition in an online community of inquiry (2011, background): “Considerable work has been done to validate this framework (Arbaugh et al., 2008; Ice et al., 2007) and it provides a model of cognition that operationalizes inquiry with the potential to contextualize and understandmetacognition in an online learning environment.”
Designing for Learning in an Open World (2012, methodology): “The framework is often used as a basis to derive coding templates for analysis of online discussions, used to develop student evaluations of learning contexts (Arbaugh et al. 2008 ) .”
Social Presence within the Community of Inquiry Framework. (2011, methodology): “The instrument was validated and refined in several studies (e.g., Shea, Li, & Pickett, 2006; Arbaugh, Bangert, & Cleveland-Innes, 2010; Arbaugh et al., 2008; Swan et al., 2008, Shea & Bidjerano, 2009a).”
Social Presence and Online Learning: A Review of Research (2011, background): “Many online learning researchers, particularly those studying higher education contexts, find the CoI model particularly relevant and useful because it provides “the methodological guidelines for measuring each of the presences that constituted a community of inquiry” (Arbaugh et al. 2008 p. 134).”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, methodology): “The CoI Survey used in this study was developed and validated based on previous studies (Arbaugh et al., 2008).”
The first decade of the community of inquiry framework: A retrospective (2010, background): “Arbaugh et al. (2008) reported on a multi-institutional effort to develop and test an instrument developed for this purpose.”
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement. (2016, methodology): “We used the community of inquiry instrument developed by Arbaugh et al. (2008).”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, methodology): “In 2007, the framework was operationalized as survey instrument and validated through multi-institutional data collection and analysis [19].”
Investigating students' perceptions of motivating factors of online class discussions (2017, methodology): “Community of Inquiry The Community of Inquiry model has been commonly used to investigate three types of presence: cognitive presence, social presence, and teaching presence (Arbaugh et al., 2008; Garrison et al., 2000).”
Investigating students’ perceptions of instructional strategies to establish social presence (2018, methodology): “…to measure general perceptions of teaching and social presence – specifically, the teaching and social presence questions from the CoI questionnaire (Arbaugh et al., 2008) – as well specific Likert-style questions (on a 5-point scale) and open-ended questions focused on students’ perceptions of…”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, methodology): “The CoI survey was developed and validated by Arbaugh et al (2008).”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, methodology): “This study used the CoI Survey Instrument (Arbaugh et al., 2008; Swan et al., 2008) to gather data using an online survey.”