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Internet and Higher Education

January 2010 Volume 13, Number 1

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Table of Contents

Number of articles: 18

  1. The first decade of the community of inquiry framework: A retrospective

    D. Randy Garrison, Terry Anderson & Walter Archer

    This article provides a personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework. The framework and its construction are described. The... More

    pp. 5-9

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  2. A re-examination of the community of inquiry framework: Social network and content analysis

    Peter Shea, Suzanne Hayes, Jason Vickers, Mary Gozza-Cohen, Sedef Uzuner, Ruchi Mehta, Anna Valchova & Prahalad Rangan

    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... More

    pp. 10-21

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  3. Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the community of inquiry survey

    Sebastián R. Díaz, Karen Swan, Philip Ice & Lori Kupczynski

    This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple rating measures to validate the survey's tripartite structure (teaching presence,... More

    pp. 22-30

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  4. Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework

    D.R. Garrison, Martha Cleveland-Innes & Tak Shing Fung

    The causal relationships among the three presences in the Community of Inquiry (CoI) framework are explored and tested in this paper. The CoI framework has been used extensively in the research and... More

    pp. 31-36

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  5. Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study

    J.B. Arbaugh, Arthur Bangert & Martha Cleveland-Innes

    This paper integrates the emerging literatures of empirical research on the Community of Inquiry (CoI) framework and disciplinary effects in online teaching and learning by examining the... More

    pp. 37-44

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  6. Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class

    Lynette Nagel & Theuns G. Kotzé

    The answer to massification in higher education lies not in paper-behind-glass style e-learning. Such courses lack the necessary interaction to ensure success. There are perceived upper limits to... More

    pp. 45-51

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  7. Investigating students' level of critical thinking across instructional strategies in online discussions

    Jennifer C. Richardson & Phil Ice

    Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can... More

    pp. 52-59

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  8. A blended community of inquiry approach: Linking student engagement and course redesign

    Norman D. Vaughan

    The purpose this article is to describe an institutional initiative created to support faculty engaged in blended course redesign. This Inquiry Through Blended Learning (ITBL) program adapted... More

    pp. 60-65

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  9. The relationship between course socio-epistemological orientations and student perceptions of community of inquiry

    Zehra Akyol, Phil Ice, Randy Garrison & Rob Mitchell

    The Community of Inquiry Framework is based on the premise that online learning is a collaborative constructivist activity. However, not all courses are similarly oriented. In general, courses can ... More

    pp. 66-68

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  10. Beyond online discussions: Extending the community of inquiry framework to entire courses

    Walter Archer

    A research group at the University of Alberta is attempting to apply the Community of Inquiry framework to all components of courses, rather than only the online discussion component. More

    p. 69

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  11. From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling

    Patrick R. Lowenthal & Joanna C. Dunlap

    The Community of Inquiry (CoI) framework is a comprehensive guide to the research and practice of online learning. One of the most challenging aspects of establishing a CoI in online courses is... More

    pp. 70-72

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  12. Fostering the development of cognitive presence: Initial findings using the community of inquiry survey instrument

    Douglas Archibald

    Despite the fundamental importance of research design processes to educational research projects, research design needs to be more intentional. The purpose of this study was to evaluate whether... More

    pp. 73-74

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  13. Facilitating discourse and enhancing teaching presence: Using mini audio presentations in online forums

    Laurie P. Dringus, Martha M. Snyder & Steven R. Terrell

    The purpose of this pilot study was to determine if instructors' use of mini audio presentations (MAPs) in online discussions serves as an effective facilitation method, particularly when the... More

    pp. 75-77

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  14. The haptic paradigm in education: Challenges and case studies

    Felix G. Hamza-Lup & Ioana A. Stanescu

    The process of learning involves interaction with the learning environment through our five senses (sight, hearing, touch, smell, and taste). Until recently, distance education focused only on the ... More

    pp. 78-81

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  15. The effect of learning management systems on student and faculty outcomes

    Beth Rubin, Ron Fernandes, Maria D. Avgerinou & James Moore

    This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can... More

    pp. 82-83

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  16. Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology

    Melissa L. Burgess, John R. Slate, Ana Rojas-LeBouef & Kimberly LaPrairie

    As virtual worlds become more widely utilized in education to deliver instruction, the need to measure learning in this environment will continue to grow. Building upon McKerlich and Anderson's ... More

    pp. 84-88

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  17. MBTI personality type and other factors that relate to preference for online versus face-to-face instruction

    Rick Harrington & Donald A. Loffredo

    Online college classes are being offered at a rate that far exceeds the growth of overall higher education classes. However, much can still be learned about how to create a better online classroom ... More

    pp. 89-95

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  18. Classroom learning communities in educational leadership: A comparison study of three delivery options

    Carol Ritter, Barbara Polnick, Raymond Fink & Jeffery Oescher

    In this study the authors investigated the perceptions of educational leadership graduate students with regard to how well their face-to-face, online and hybrid classes built a sense of classroom... More

    pp. 96-100

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