Skip to main content

Research Repository

Advanced Search

The Community of Inquiry framework as learning design model: a case study in postgraduate online education

Nolan-Grant, Candace R.

The Community of Inquiry framework as learning design model: a case study in postgraduate online education Thumbnail


Authors



Abstract

Interaction within online educational environments has long been advocated as conducive to learning, whether interaction between the learner and their teacher, the learner and online resources or the learner and their peers. The relationship among these three types of interaction is also receiving increasing attention, with the Community of Inquiry (CoI) framework providing a method of interpreting this relationship in terms of the interplay of teaching presence, cognitive presence and social presence. This case study investigates the use of the CoI framework as a learning design model, showing how it was used to address specific issues in a postgraduate online module. Specifically, the framework informed decisions to strongly link together interaction with the video content, activity on discussion boards and release of new learning materials. Using discussion board posts and video analytics as the primary evidence of learner engagement, the findings show how learner activity significantly increased in both ‘social’ contexts and ‘cognitive’ contexts. More importantly, analysis also revealed strong correlations among participation in discussions, video viewing and module completion. The study suggests that the CoI framework is a robust model for learning design in online environments.

Citation

Nolan-Grant, C. R. (2019). The Community of Inquiry framework as learning design model: a case study in postgraduate online education. Research in Learning Technology, 27, Article 2240. https://doi.org/10.25304/rlt.v27.2240

Journal Article Type Article
Acceptance Date Jun 24, 2019
Online Publication Date Jul 18, 2019
Publication Date Jul 18, 2019
Deposit Date Oct 25, 2019
Publicly Available Date Oct 25, 2019
Journal Research in Learning Technology
Print ISSN 2156-7069
Publisher Association for Learning Technology
Peer Reviewed Peer Reviewed
Volume 27
Article Number 2240
DOI https://doi.org/10.25304/rlt.v27.2240

Files

Published Journal Article (492 Kb)
PDF

Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/

Copyright Statement
This work is licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.





You might also like



Downloadable Citations