A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments

Autor/inn/en	Martin, Florence; Wu, Tong; Wan, Liyong; Xie, Kui
Titel	A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments
Quelle	In: Online Learning, 26 (2022) 1, S.325-359 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Blended Learning; Meta Analysis; Correlation; Communities of Practice; Educational Experience; Online Courses; Outcomes of Education; Learning Processes; Teacher Student Relationship; Teaching Methods; Student Attitudes; Peer Relationship; Models; Research Reports; Higher Education + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Korrelation; Community; Bildungserfahrung; Online course; Online-Kurs; Lernleistung; Schulerfolg; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Peer-Beziehungen; Analogiemodell; Research report; Forschungsbericht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (teaching presence, social presence, and cognitive presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = 0.353). There was a weak correlation between cognitive presence and actual learning, (r = 0.250) and social presence and actual learning, (r = 0.199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = 0.663), followed by the moderate correlation between social presence and perceived learning (r = 0.432), and teaching presence and perceived learning, (r = 0.392). With respect to satisfaction, the correlation between cognitive presence and satisfaction (r = 0.586), and between teaching presence and satisfaction was strong (r = 0.510), but the correlation between social presence and satisfaction was moderate (r = 0.447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01