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Learning Presence in the Community of Inquiry Model: Towards a Theory of Online Learner Self- and Co-regulation
PROCEEDINGS

, University at Albany, State University of New York, United States

AACE Award

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element – learning presence. We identify instances and conditions under which learning presence is evident in online courses.

Citation

Shea, P. (2011). Learning Presence in the Community of Inquiry Model: Towards a Theory of Online Learner Self- and Co-regulation. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2556-2565). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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