Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences

Autor/inn/en	Akyol, Zehra; Garrison, D. Randy; Ozden, M. Yasar
Titel	Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 6, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Student Attitudes; Teaching Methods; Blended Learning; Online Courses; Intermode Differences; Communities of Practice; Social Networks; Network Analysis; Cognitive Development; Student Surveys; Content Analysis; Interviews; Graduate Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Community; Social network; Soziales Netzwerk; Netzplantechnik; Kognitive Entwicklung; Schülerbefragung; Inhaltsanalyse; Interviewing; Interviewtechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	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. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10