11 results on '"Community of Inquiry"'
Search Results
2. Relationships between cognitive presence and students’ learning outcomes in online higher education: a meta-analysis.
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Yang, Dan, Wang, Shuyan, and Zhao, Li
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COGNITIVE learning , *ONLINE education , *EDUCATIONAL outcomes , *COMMUNITY of inquiry , *SATISFACTION , *INQUIRY-based learning - Abstract
AbstractCognitive presence is essential for fostering meaningful online learning. However, previous studies have yielded mixed results, prompting meta-analyses to synthesize findings for clearer insights. While previous studies conducted meta-analyses regarding the association between cognitive presence and learning outcomes, they lacked studies on moderating effects and relied solely on the Community of Inquiry framework, highlighting the need for further exploration. Therefore, this study performed a meta-analysis specifically investigating relationships between cognitive presence and students’ learning outcomes, involving 32 studies. Results revealed that perceived learning (
r = 0.685) and satisfaction (r = 0.628) were strongly positively related to cognitive presence. Notable variation was among individual studies (93.034% for perceived learning and 97.189% for satisfaction). Four moderator variables were analyzed: college level, disciplinary areas, course duration, and scale type. Moderator analysis showed significant differences across disciplinary areas, course duration, and scale type but not college level. Implications for future research are discussed. [ABSTRACT FROM AUTHOR] more...- Published
- 2025
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3. Exploring the Role of Fear, Civic Disengagement, and Economic Disenfranchisement Within Communities that Experience Gun Violence.
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Ziminski, Devon, Harmon-Darrow, Caroline, Westley-Henson, Kiersten, and Ross, Samuel
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ECONOMIC opportunities , *EMOTIONAL experience , *COMMUNITY of inquiry , *CIVIC leaders , *FOCUS groups , *SHOOTINGS (Crime) - Abstract
A growing body of research has documented how gun violence can affect mental and physical health outcomes among adults. Likewise, the literature is also beginning to reveal negative psychological effects related to distress and hypervigilance and sociological implications around diminished community engagement and economic opportunity. However, there remains a need to fully explore the role of fear related to the experience of gun violence. Through a qualitative inquiry consisting of community resident focus groups and community leader interviews, this study examined how participants' perceptions of fear related to their exposures to and experiences of gun violence. The findings highlight the pervasive emotional experience of existing in a fearful, distressed, and/or anxious state within certain communities, and how civic disengagement, neighborhood disconnection, and economic disenfranchisement exist in communities that disproportionately experience violence. [ABSTRACT FROM AUTHOR] more...
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- 2025
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4. Cultivating resilience through a community of inquiry: how academic emotions impact the professional growth of pre-service teachers.
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Kohnke, Lucas and Zou, Di
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This research investigates the academic emotions of pre-service primary school teachers in Hong Kong and the influence of these emotions on professional resilience. It can inform the development of teacher education programmes that address holistic emotional competencies. Applying the community of inquiry (CoI) framework as a conceptual lens, we focused on the cognitive, social and teaching presence of seven first-year Postgraduate Diploma in Education students. Data were collected through reflective journals and interviews and subjected to thematic analysis. We adopted an interpretivist paradigm and used the CoI framework as a scaffold to identify themes related to cognitive, social and teaching presence. The qualitative analysis indicated that the participants’ practicum experiences were characterised by the complex interplay of the three forms of presence, which contributed to professional growth and resilience. They encountered cognitive challenges that elicited strong emotional responses, found strength in their social connections and received guidance from experienced teachers. This study provides valuable insights for teachers, policymakers and teacher educators who aim to enhance support systems and foster professional resilience among pre-service teachers. [ABSTRACT FROM AUTHOR] more...
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- 2025
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5. Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA.
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Paris, Jonathan, Lakhal, Sawsen, and Mukamurera, Joséphine
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The extensive adoption of online education by universities worldwide was further propelled by the coronavirus disease pandemic (COVID-19), giving rise to a key challenge: high dropout rates. Previous studies based on the Community of Inquiry (CoI) framework have examined the effects of social presence (SP), cognitive presence (CP), and teaching presence (TP) on student satisfaction and persistence in higher education. The aim of this quantitative study was to investigate the moderating effects of gender, age, and online course experience on these relationships. A total of 762 online questionnaires were completed by students enrolled in two French-language universities in Canada. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) and partial least squares multigroup analysis (PLS-MGA). Results revealed that gender, age, and online course experience moderate the relationships between TP, satisfaction, and persistence, and that TP is a significant component of online courses when satisfaction and persistence are considered. [ABSTRACT FROM AUTHOR] more...
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- 2025
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6. Yellowdig discussion boards as communities of inquiry: The impact of instructor participation on online student discourse.
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Alfoldi, Eva A.
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COMMUNITY of inquiry , *ONLINE education , *CHATGPT , *STUDENT participation , *CONTENT analysis - Abstract
The community of inquiry framework examines the interplay between four kinds of presence (teaching, cognitive, social, and learner) to promote effective learning in online education. This paper investigates the impact of instructor participation (IP), a key component of teaching presence, on student discourse in discussion boards with automated grading. A content analysis of 1146 contributions on the Yellowdig discussion platform suggests that high IP enhances cognitive, social, and learner presence, but remains insufficient to deter the use of AI tools, such as ChatGPT. Overall, high IP adds considerable value by modeling desirable behaviors, encouraging effort, and promoting more thoughtful online student discourse. [ABSTRACT FROM AUTHOR] more...
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- 2025
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7. Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance.
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Yue, Yun, Keser, Jeannette, Li, Feng, Liu, Yishu, and Yu, Weijuan
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STUDENT engagement , *NONFORMAL education , *COMMUNITY of inquiry , *LEARNING communities , *ONLINE education - Abstract
The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer‐led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross‐cultural distance education. Practitioner notes What is already known about this topic? The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences. Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross‐cultural or transnational contexts like Internationalization at a Distance (IaD). Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities. What this paper adds This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence. To address these challenges, the paper introduces the concept of Collaborative Cell Groups (CCGs)—informal, peer‐led communities strategically designed to enhance engagement. By localizing knowledge, fostering culturally responsive peer support, and bridging social and cognitive divides, CCGs complement and extend the CoI framework. Unlike general social media‐based interactions, CCGs operate with a structured intent to overcome the unique barriers faced in transnational and cross‐cultural educational contexts. Implications for practice and/or policy Educational institutions should consider facilitating the formation of peer‐led informal learning groups to support student engagement and learning outcomes in transnational education programmes. Policies should emphasize the need for culturally adaptive learning frameworks that integrate both formal instructional guidance and informal peer collaboration to overcome the challenges of geographically and culturally dispersed learning environments. What is already known about this topic? The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences. Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross‐cultural or transnational contexts like Internationalization at a Distance (IaD). Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities. What this paper adds This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence. To address these challenges, the paper introduces the concept of Collaborative Cell Groups (CCGs)—informal, peer‐led communities strategically designed to enhance engagement. By localizing knowledge, fostering culturally responsive peer support, and bridging social and cognitive divides, CCGs complement and extend the CoI framework. Unlike general social media‐based interactions, CCGs operate with a structured intent to overcome the unique barriers faced in transnational and cross‐cultural educational contexts. Implications for practice and/or policy Educational institutions should consider facilitating the formation of peer‐led informal learning groups to support student engagement and learning outcomes in transnational education programmes. Policies should emphasize the need for culturally adaptive learning frameworks that integrate both formal instructional guidance and informal peer collaboration to overcome the challenges of geographically and culturally dispersed learning environments. [ABSTRACT FROM AUTHOR] more...
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- 2025
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8. ACADEMIC SUCCESS IN SYNCHRONOUS ONLINE LEARNING ENVIRONMENTS.
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MAZZEO, Oronzo, MONACIS, Lucia, and CONTINI, Paolo
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SOCIAL interaction ,SATISFACTION ,COMMUNITY of inquiry ,SOCIAL support ,ACADEMIC achievement ,ONLINE education - Abstract
The study aimed to analyze the influence of such factors, as cognitive engagement, learning strategies and social support on academic success and student satisfaction in online learning environments. Data were collected in a cross-sectional survey carried out in the Winter semester of 2023. Participants were 523 students recruited from universities located in Southern Italy, where the synchronous online learning modality was adopted. The questionnaires included self-reported measures assessing student satisfaction and academic achievement, social support (teacher and peer presence), and deep and shallow cognitive engagement, in an effort to collect data regarding the dynamics of online learning experiences with respect to the three interdependent presences of teaching, cognitive and social, as put forth by the Community of Inquiry (CoI) framework (Garrison et al., 2001). Descriptive analysis, bivariate associations, and regression analyses were applied to the data. Data showed different patterns of relationships between academic success and predictors. Deep cognitive engagement was positively associated with academic achievement but unrelated to satisfaction, whereas no significant associations emerged between shallow cognitive engagement, academic achievement, and satisfaction. Furthermore, social presence was found to be unrelated to students’ satisfaction, deep cognitive engagement, or shallow cognitive engagement. The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements. [ABSTRACT FROM AUTHOR] more...
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- 2025
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9. Hong Kong higher education students’ perceived adjustments in their community of inquiry presence during political turmoil and the COVID-19 pandemic.
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Simon Wong, Yuk Ming Tang, Pat Chan, Yui-Yip Lau, and Anthony Loh
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This study adopted a quantitative approach to explore learning adjustment in terms of the students’ perceived adjustments in teaching, cognitive and social presence in the community of inquiry (CoI) framework from face-to-face classroom to online learning, and then from online to blended learning in the case of a higher education institution in Hong Kong. The online CoI survey was conducted to collect data from a convenience sample of 212 participating students who experienced the transition from classroom to online learning, and then the transition from online to blended learning in the case of the higher education institution. Analysis of variance, pairwise comparisons, correlation and multi-group analyses were performed on the collected data. The analytical results indicated that the students perceived four adjustments in their CoI presences in the online classroom and blended learning. (1) Classroom learning exhibited the strongest CoI presence while online learning rendered the weakest CoI presence. (2) Cognitive presence was the most important while social presence was the least important for learning. (3) All correlations among the CoI presence were positive with large correlations in online and blended learning modes. (4) All the teaching, cognitive and social adjustments were positively and largely correlated. These findings provide implications for further studies on exploring the explanation for the student’s learning adjustment and investigating the learning improvement strategies for online education. [ABSTRACT FROM AUTHOR] more...
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- 2025
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10. Effective pedagogical strategies for enhancing mothers’ media literacy: a comparative study of self-paced learning and community of inquiry methods
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Seraji, Farhad, Shahabi, Sara, dehghanzadeh, Hojjat, and Bakhtiari, Rasoul
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- 2025
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11. Institute of Humanities and Cultural Studies Researchers Release New Study Findings on Psychological Science (The efficacy of participation in "community of couple inquiry" on family resilience in couples with conflicts).
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FAMILY relations ,COUPLES ,FAMILY conflict ,REPORTERS & reporting ,COMMUNITY of inquiry - Abstract
Researchers from the Institute of Humanities and Cultural Studies in Tehran, Iran, conducted a study on the efficacy of participating in a "Community of Couple Inquiry" protocol on family resilience in couples with conflicts. The research found that this intervention improved family resilience by reviving mature and caring components of the couple's emotional relationship. The study suggests using protocols based on emotional cognitive correction to manage marital conflicts in line with Iran's family-oriented culture. The findings were published in the journal "mjlh lwm rwanshnakhty." [Extracted from the article] more...
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- 2025
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