Online and blended communities of inquiry: Exploring the developmental and perceptional differences

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry...

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Autores principales:	Zehra Akyol, D. Randy Garrison, M. Yasar Ozden
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Community of inquiry online learning blended learning social presence teaching presence cognitive presence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/41a641ffc58c44ed8213a9f4342b1288
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id	oai:doaj.org-article:41a641ffc58c44ed8213a9f4342b1288
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spelling	oai:doaj.org-article:41a641ffc58c44ed8213a9f4342b12882021-12-02T17:00:38ZOnline and blended communities of inquiry: Exploring the developmental and perceptional differences10.19173/irrodl.v10i6.7651492-3831https://doaj.org/article/41a641ffc58c44ed8213a9f4342b12882009-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/765https://doaj.org/toc/1492-3831This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.Zehra AkyolD. Randy GarrisonM. Yasar OzdenAthabasca University PressarticleCommunity of inquiryonline learningblended learningsocial presenceteaching presencecognitive presenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 6 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Community of inquiry online learning blended learning social presence teaching presence cognitive presence Special aspects of education LC8-6691
spellingShingle	Community of inquiry online learning blended learning social presence teaching presence cognitive presence Special aspects of education LC8-6691 Zehra Akyol D. Randy Garrison M. Yasar Ozden Online and blended communities of inquiry: Exploring the developmental and perceptional differences
description	This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.
format	article
author	Zehra Akyol D. Randy Garrison M. Yasar Ozden
author_facet	Zehra Akyol D. Randy Garrison M. Yasar Ozden
author_sort	Zehra Akyol
title	Online and blended communities of inquiry: Exploring the developmental and perceptional differences
title_short	Online and blended communities of inquiry: Exploring the developmental and perceptional differences
title_full	Online and blended communities of inquiry: Exploring the developmental and perceptional differences
title_fullStr	Online and blended communities of inquiry: Exploring the developmental and perceptional differences
title_full_unstemmed	Online and blended communities of inquiry: Exploring the developmental and perceptional differences
title_sort	online and blended communities of inquiry: exploring the developmental and perceptional differences
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/41a641ffc58c44ed8213a9f4342b1288
work_keys_str_mv	AT zehraakyol onlineandblendedcommunitiesofinquiryexploringthedevelopmentalandperceptionaldifferences AT drandygarrison onlineandblendedcommunitiesofinquiryexploringthedevelopmentalandperceptionaldifferences AT myasarozden onlineandblendedcommunitiesofinquiryexploringthedevelopmentalandperceptionaldifferences
_version_	1718382204641345536

Online and blended communities of inquiry: Exploring the developmental and perceptional differences

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