The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence
The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence
复制标题
在线课程中探究社区随时间的发展：理解社交、认知和教学存在的进步和整合
DOI：
10.24059/olj.v12i3-4.1680
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发表时间：
2019
期刊：
影响因子：
4
通讯作者：
R. Garrison
中科院分区：
文献类型：
--
作者：
Zehra Akyol;R. Garrison
本研究的目的是探讨动态的在线教育经验，通过透镜的社区调查框架。在线讨论帖子和社区调查的成绩单分析，以了解每个社区的调查存在的进展和整合。结果表明，随着时间的推移，教学和社会存在类别的显着变化。此外，调查结果显示，教学在场，认知在场和社会在场，学生在课程中的学习和满意度的显着关系。研究结果具有重要的影响，理论上确认的框架，并在实践中通过确定每个存在的动态及其与感知学习和满意度的关联。
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated a significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.