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

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Date

2009-12-23

Author

Akyol, Zehra
Garrison, D. Randy
Ozden, M. Yasar

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Community of inquiry, Online learning, Blended learning, Social presence, Teaching presence, Cognitive presence

URI

https://hdl.handle.net/11511/51078

Journal

The International Review of Research in Open and Distributed Learning

DOI

https://doi.org/10.19173/irrodl.v10i6.765

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

Z. Akyol, D. R. Garrison, and M. Y. Ozden, “Online and blended communities of inquiry: Exploring the developmental and perceptional differences,” The International Review of Research in Open and Distributed Learning, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51078.