Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences.
By Zehra Akyol, D. Randy Garrison, M. Y. Ozden. 2009
243 citations recorded by the source corpus.
This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/f8f686e889aa2d84e196c2caf9f8e13d1567b588
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Online formative assessment in higher education: A review of the literature (2011, background): “However, as Akyol et al. (2009) identified, it is not an easy process to develop effective learning communities that will facilitate meaningful interactions particularly in online and blended settings because this requires well-structured strategies that are not always obvious among online educators”
- Social Presence within the Community of Inquiry Framework. (2011, background): “Akyol et al. (2009) responded to the issues raised by Rourke and Kanuka (2009) by first stating that the CoI framework is primarily a process model focused on the educational transaction within a constructivist orientation, rather than an outcomes-based measure within an objectivist orientation.”