Researching the community of inquiry framework: Review, issues, and future directions

By D. Randy Garrison, J. Ben Arbaugh. Internet and Higher Education, 2007

1,541 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f3a0b684b0131f3c6639b5afdd5b3339424ba82a

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Learning analytics to unveil learning strategies in a flipped classroom (2017, positive): “Their study was theoretically grounded in the Communities of Inquiry (CoI) framework (Garrison & Arbaugh, 2007), and particularly focused on examining the effect of the identified technology-use profiles on the development of cognitive presence, a key component of the CoI model.”
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).”
Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “…(Swan, 2001; Stein, Wanstreet, Calvin, Overtoom & Wheaton, 2005), challenges around development of critical thinking skills (Maurino, 2006; Garrison & Arbaugh, 2007; Garrison & Vaughan, 2008), beneficial levels of participation (Coffin, Painter & Hewings, 2005; Exter, Korkmaz, Harlin &…”
The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence (2012, background): “Cognitive presence has been the most recently conceptualized and the least researched of the three constructs (Garrison & Arbaugh, 2007).”
The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning (2010, background): “…of such student based learning concepts have been discussed for a long time (e.g. Steffe & Gale, 1995), their implementation was often held up by practical issues such as the difficulties of arranging for meaningful and lasting interactions among larger student numbers (Garrison & Arbaugh, 2007).”
Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education (2009, positive): “These include attempts to outline (Garrison, 2007; Garrison & Arbaugh, 2007) and validate particular aspects of the model (Arbaugh & Hwang, 2006; Garrison & Cleveland-Innes, 2005; Shea, Fredericksen, Pickett, & Pelz, 2003; Shea, Li, & Pickett, 2006; Shea, Pickett, & Pelz, 2003; Shea et al., 2005;…”
Learning in Communities of Inquiry: A Review of the Literature (2009, background): “In a casual review of this literature, Garrison and Arbaugh (2007) highlighted a few results, and conveyed the following conclusions:”
Social Presence within the Community of Inquiry Framework. (2011, background): “Several authors (Garrison & Arbaugh, 2007; Shea & Bidjerano, 2009a; Garrison, 2009b; Shea et al., 2010) have asserted that knowledge construction within a community of inquiry must be a “moment by moment” negotiation of meaning as it occurs in a physical classroom setting.”
The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. (2008, background): “A CoI survey instrument was also administered at the end of the class to assess the relationships among the three CoI presences and student perceived learning and satisfaction.”
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample (2008, background): “This concern has been noted recently by several scholars (Arbaugh, 2007; Garrison, 2007; Garrison & Arbaugh, 2007; Ho & Swan, 2007), and work to develop measures of the framework is underway.”
Improving online social presence through asynchronous video (2012, background): “Indeed, Zhao and Frank (2003) and West, Waddoups, and Graham (2007) found that many teachers are more responsive to peer attitudes than to dispositions promoted by institutional and professional development initiatives.”
Conceptualizing and Investigating Instructor Presence in Online Learning Environments. (2015, background): “Social presence in online learning is commonly defined as the degree to which participants feel connected to one another in an online community (Boston, Diaz, Gibson, Ice, Richardson & Swan, 2009; Garrison & Arbaugh, 2007; Oztok & Brett, 2011).”
Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010, methodology): “Several recent articles have attempted to review the salient work that has used or tested the framework (Arbaugh, 2008; Garrison & Arbaugh, 2007; Swan, Garrison, & Richardson, 2009).”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “Some activities within this category might include building curriculum materials, such as creating presentations and lecture notes on the course site, and providing audio/video mini-lectures, offering a mix of individual and group activities along with a clear schedule for their completion, and prov”
The first decade of the community of inquiry framework: A retrospective (2010, background): “Teaching presence is seen “as a significant determinant of student satisfaction, perceived learning, and sense of community” (Garrison & Arbaugh, 2007, p. 163).”