Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2022-01-01 DOI:10.1016/j.iheduc.2021.100832
Ruth E.H. Wertz
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引用次数: 15

Abstract

Within the distance education community, the Community of Inquiry (COI) framework is widely accepted as a framework to understand and design text-based learning environments. The framework includes three components: Cognitive Presence, Teaching Presence, and Social Presence. Recent work has proposed the addition of a fourth component, Learning Presence, which reflects students' self-regulation, and its role within the original framework. This study evaluated alternative structures of the COI framework to explain student perceptions of learning online. The study participants (n = 256) were graduate students from multiple institutions who had taken at least one fully online course as part of their degree requirements. Survey data were collected using a single Likert-scaled survey instrument. Presented herein are the results of the first phase of a two-part study, which included a series of confirmatory factor analyses to evaluate the measurement models of the four COI constructs individually, followed by a model including all four constructs simultaneously. Future work on the second phase of the this two-part study evaluated a series of structural models using path analyses and hierarchical linear regression analyses. Findings indicated that teaching presence reached a more parimonious model with two subscales as opposed to the three subscales of the COI survey. A new subscale "peer faciliation" was proposed for teaching presence, but had better model fit as a subscale of social presence. The three existing subscales of social presence could also more parsimoniously represented with two subscales, with the new "peer faciliation" subscale acting as the third. Finally, learning presence was modeled with three subscales, and was the strongest overall predictor of cognitive presence, compared to teaching and social presence. This work makes unique contributions to the study of online learning environments through the COI framework by introducing a comprehensive survey that includes Learning Presence indicators, producing evidence on the multi-dimensionality of the COI constructs, and the strong relationship between Learning Presence and Cognitive Presence.

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探究社区框架内的学习存在:四因素模型的替代测量调查
在远程教育界,探究共同体(COI)框架被广泛接受为理解和设计基于文本的学习环境的框架。该框架包括三个部分:认知在场、教学在场和社会在场。最近的研究建议增加第四个组成部分,即学习在场,这反映了学生的自我调节及其在原始框架中的作用。本研究评估了COI框架的替代结构,以解释学生对在线学习的看法。研究参与者(n = 256)是来自多个机构的研究生,他们至少参加了一门完整的在线课程,作为他们学位要求的一部分。调查数据使用单一李克特量表调查仪器收集。本文介绍的是两部分研究的第一阶段的结果,其中包括一系列验证性因素分析,以评估四个COI结构的测量模型,然后是一个同时包括所有四个结构的模型。本研究的第二阶段的未来工作将使用路径分析和层次线性回归分析评估一系列结构模型。研究结果表明,与COI调查的三个量表相比,教学存在达到了一个更小的模型。提出了一个新的教学在场子量表“同伴促进”,但作为社会在场的子量表具有更好的模型拟合性。社会存在的三个子量表也可以更简洁地用两个子量表来表示,新的“同伴促进”子量表作为第三个。最后,与教学和社会存在相比,学习存在是认知存在的最强整体预测因子。这项工作通过引入包括学习在场指标在内的全面调查,为在线学习环境的研究做出了独特的贡献,为学习在场和认知在场之间的强关系提供了证据,并为COI结构的多维性提供了证据。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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