Social presence within the community of inquiry framework
David Annand, Athabasca University - Canada's Open University, Canada
IRRODL Volume 12, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press
The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.
Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 12(5), 40-56. Athabasca University Press.
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Student Perceptions of Social Presence and Attitudes toward Social Media: Results of a Cross-Sectional Study
Joan S. Leafman, Kathleen M. Mathieson & Helen Ewing
International Journal of Higher Education Vol. 2, No. 1 (2013) pp. 67–77
Swapna Kumar, University of Florida, Gainesville, United States; Mark Hart, University of Florida, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 73–78
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