Presence and learning in a community of inquiry

The community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those cr...

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Bibliographic Details
Published in:Distance education 2017-05, Vol.38 (2), p.245-258
Main Authors: Maddrell, Jennifer A., Morrison, Gary R., Watson, Ginger S.
Format: Article
Language:English
Subjects:
Academic Achievement
cognitive presence
College Faculty
College Students
Communities of Practice
Community of inquiry
Comparative Analysis
Correlation
Distance Education
Distance learning
Educational Experience
Graduate Students
Graduate studies
Guidelines
learning outcome
Online instruction
Outcomes of Education
social presence
Statistical Analysis
Student Attitudes
Student Evaluation
Student Surveys
Teacher Attitudes
teaching presence
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Summary:The community of inquiry (CoI) framework suggests social presence, teaching presence, and cognitive presence are essential elements to foster successful educational experiences in computer-mediated distance learning environments. Although thousands of CoI-based articles have been published, those critical of the framework and related research suggest a lack of empirical evidence to support the framework's central claim that a CoI fostering learners' social, teaching, and cognitive presence leads to deep and meaningful learning outcomes. The current study conducted with 51 graduate students in five distance education courses compared student responses to a CoI perception survey with three instructor-assessed learning achievement measures. No relationship was found between the students' perceptions of their participation within the CoI and any of the three instructor-assessed learning achievement measures, suggesting the value of the CoI framework as an educational process model remains challenged.
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2017.1322062