Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses

By J. Ben Arbaugh. 2007

237 citations recorded by the source corpus.

While Garrison and colleagues’ (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers, it has yet to be subjected to extensive quantitative verification or tested for external validity. Using a sample of students from 55 online MBA courses, the findings of this study suggest strong empirical support for the framework and its ability to predict both perceived learning and delivery medium satisfaction in online management education. The paper concludes with a discussion of potential implications for online management education researchers and those interested in further study of the CoI framework.

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

View Paper: https://www.semanticscholar.org/paper/988cb2cee5b4889ec93f97a6e11ee588360fd91a

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Researching the community of inquiry framework: Review, issues, and future directions (2007, methodology): “The structure of the community of inquiry framework also has been confirmed through factor analyses conducted by Garrison, Cleveland-Innes, and Fung (2004), Arbaugh (2007a), and Arbaugh and Hwang (2006).”
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). (2015, background): “…an effective community of learners: social presence, teaching presence, and cognitive presence (Akyol & Garrison, 2011; Akyol & Garrison, 2014; Annand, 2011; Garrison, 2007; Arbaugh, 2008; Garrison & Anderson, 2003; Garrison & Arbaugh, 2007; Shea et al., 2010; Stodel, Thompson, & MacDonald, 2006).”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, methodology): “The same study concluded that: “The fact that elements of a relatively new theoretical framework [i.e., CoI] not only could be reliablymeasured, but uniquely account for 54% of the variance in student perceived learning is noteworthy” (Arbaugh, 2008, Discussion Section, line 1).”
Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education (2009, background): “While research in this area is promising (e.g. Arbaugh, 2008; Correia & Davis, 2008; Liu, Magjuka, Bonk, & Lee, 2007; Moore, 2008; Wise, Duffy, & Padmanabhan, 2008) Larreamendy-Joerns and Leinhardt’s caveat is that networked interaction per se is insufﬁcient to the development of a community of…”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, background): “Many research studies have confirmed the three elements of the community of inquiry framework (e.g., Arbaugh, 2007, 2008; Kanuka, Rourke, & Laflamme, 2007; McKlin, Harmon, Evans, & Jones, 2001; Meyer, 2003, 2004; Shea, Pickett, & Pelz, 2003; Shea, 2006; Swan & Shih, 2005).”
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): “Collectively, the three elements of the model have been shown to have good predictive validity for perceived learning and satisfaction in online courses (Arbaugh, 2008); however, course outcomes such as grades still need to be examined (Akyol & Garrison, 2011; King & Witt, 2009) to further demonstra”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, background): “Much research has tested the CoI framework (Befus, 2016; Stenbom, 2018) and explored the relationships among the CoI presences (Arbaugh, 2008; Garrison & Arbaugh, 2007; Swan, Garrison, & Richardson, 2009; Garrison et al., 2010; Kozan & Richardson, 2014), and it has been consistently reported that…”