The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence

Autor/inn/en	Akyol, Zehra; Garrison, D. Randy
Titel	The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence
Quelle	In: Journal of Asynchronous Learning Networks, 12 (2008) 3-4, S.3-22 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Computer Mediated Communication; Online Courses; Educational Experience; Transcripts (Written Records); Discussion Groups; Surveys; Graduate Study; Foreign Countries; Student Attitudes; Electronic Learning; Educational Technology; Internet; Distance Education; Asynchronous Communication; Computer Assisted Instruction; Virtual Classrooms; College Instruction; Canada + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Bildungserfahrung; Survey; Umfrage; Befragung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Schülerverhalten; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Kanada
Abstract	The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction. (Contains 6 figures and 11 tables.) (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10