The Relationship between Course Socio-Epistemological Orientations and Student Perceptions of Community of Inquiry

Autor/inn/en	Akyol, Zehra; Ice, Phil; Garrison, Randy; Mitchell, Rob
Titel	The Relationship between Course Socio-Epistemological Orientations and Student Perceptions of Community of Inquiry
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.66-68 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.12.002
Schlagwörter	Electronic Learning; Constructivism (Learning); Distance Education; Online Courses; Interaction; Epistemology; Age Differences; Communities of Practice; Inquiry; Models; Student Attitudes; Classroom Environment; Virtual Classrooms; Internet; College Students; College Instruction; Higher Education; Teaching Methods; Cooperation; Educational Philosophy; Correlation; Factor Structure + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Interaktion; Erkenntnistheorie; Age; Difference; Age difference; Altersunterschied; Community; Analogiemodell; Schülerverhalten; Klassenklima; Unterrichtsklima; Collegestudent; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Bildungsphilosophie; Erziehungsphilosophie; Korrelation; Faktorenstruktur
Abstract	The Community of Inquiry Framework is based on the premise that online learning is a collaborative constructivist activity. However, not all courses are similarly oriented. In general, courses can be divided into constructivist and objectivist. In constructivist courses, learners develop solutions to problems through sustained discourse and inquiry, making the learning a function of interaction with other learners. In objectivist courses, truths are considered absolute and learning is more heavily weighted toward interaction with content. This study examines the impact that these differing orientations have on student perceptions of community of inquiry by examining the factor patterns of courses characterized along two dimensions--objectivist/constructivist and individual/collaborative. The findings reveal that learner age may be one of the most significant determinants of whether and how course orientation is perceived. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10