A Re-Examination of the Community of Inquiry Framework: Social Network and Content Analysis

Autor/inn/en	Shea, Peter; Hayes, Suzanne; Vickers, Jason; Gozza-Cohen, Mary; Uzuner, Sedef; Mehta, Ruchi; Valchova, Anna; Rangan, Prahalad
Titel	A Re-Examination of the Community of Inquiry Framework: Social Network and Content Analysis
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.10-21 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.11.002
Schlagwörter	Communities of Practice; Inquiry; Models; Network Analysis; Content Analysis; Social Networks; Discourse Analysis; Asynchronous Communication; Virtual Classrooms; Distance Education; Computer Mediated Communication; Electronic Learning; Internet; Online Courses; Web Based Instruction; College Students; College Instruction; Higher Education; Course Evaluation; Evaluation Research; College Faculty + Suchen Sie Ihr Suchwort? Community; Analogiemodell; Netzplantechnik; Inhaltsanalyse; Social network; Soziales Netzwerk; Diskursanalyse; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Online course; Online-Kurs; Web Based Training; Collegestudent; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluationsforschung; Fakultät
Abstract	This study provides a simultaneous examination of all components of the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000; Anderson, Rourke, Garrison & Archer, 2001; and Rourke, Garrison, Anderson & Archer, 1999) and seeks to extend previous work into the nature, development, and relationships between the constructs of "presence" hypothesized in the model. To accomplish this goal we use content and social network analysis to examine the discourse produced among all participants in two semester-length online asynchronous college courses. Coding for the existence and relative intensity of forms of presence we identify patterns and relationships between instructors' and students' teaching presence and social presence and the corresponding quantity and levels of the cognitive presence that emerges. The study reveals complex relationships between these variables that have implications for the development of higher order thinking and meaningful learning in online environments. Study findings also have implications for online teaching practice and ongoing research on the CoI framework. (Contains 16 figures and 8 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10