The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses

The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examinatio...

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Autores principales:	Amanda Rockinson-Szapkiw, Jillian Wendt, Mervyn Whighting, Deanna Nisbet
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	community perceived learning course points Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/68815f60592f4298bd9318aa9d7fc214
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spelling	oai:doaj.org-article:68815f60592f4298bd9318aa9d7fc2142021-12-02T18:03:24ZThe Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses10.19173/irrodl.v17i3.22031492-3831https://doaj.org/article/68815f60592f4298bd9318aa9d7fc2142016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2203https://doaj.org/toc/1492-3831 The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students’ course points (N = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed. Amanda Rockinson-SzapkiwJillian WendtMervyn WhightingDeanna NisbetAthabasca University Pressarticlecommunityperceived learningcourse pointsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	community perceived learning course points Special aspects of education LC8-6691
spellingShingle	community perceived learning course points Special aspects of education LC8-6691 Amanda Rockinson-Szapkiw Jillian Wendt Mervyn Whighting Deanna Nisbet The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
description	The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students’ course points (N = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed.
format	article
author	Amanda Rockinson-Szapkiw Jillian Wendt Mervyn Whighting Deanna Nisbet
author_facet	Amanda Rockinson-Szapkiw Jillian Wendt Mervyn Whighting Deanna Nisbet
author_sort	Amanda Rockinson-Szapkiw
title	The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
title_short	The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
title_full	The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
title_fullStr	The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
title_full_unstemmed	The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses
title_sort	predictive relationship among the community of inquiry framework, perceived learning and online, and graduate students’ course grades in online synchronous and asynchronous courses
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/68815f60592f4298bd9318aa9d7fc214
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The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses

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