Measuring Community of Inquiry in an International Blended Learning Context
PROCEEDINGS
Jianxia Cao, Akinori Nishihara, Tokyo Institute of Technology, Japan, Japan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
This paper measured the three core elements of the Community of Inquiry framework: teaching presence, social presence and cognitive presence in an international blended learning environment. Twenty-two students in TAIST-Tokyo Tech program took part in this survey. Structural Equation Modeling was used to examine the hypothesized and possible relationship of the three presences with the CoI survey instrument. Results show that teaching presence is perceived to influence social presence, teaching and social presence have a significant precursor effect on cognitive presence, which is consistent with the hypothesized relationship. The interesting discovery is that the cognitive presence also has an influence on social presence, which means the cognitive and social presence is recursive. This is not stated in the hypothesized relationship. Strategies when applying CoI framework in designing blended learning is implied.
Citation
Cao, J. & Nishihara, A. (2011). Measuring Community of Inquiry in an International Blended Learning Context. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1128-1137). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/37307/.
© 2011 Association for the Advancement of Computing in Education (AACE)
References
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- Kathleen Matheos (2005), Dimensions for blended learning technology: Learners’ perspectives, Journal of Learning Design J.B.Arbaugh(2008), Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample, The Internet and Higher Education 11(3-4), 133-136.
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