Subject Matter Effects and the Community of Inquiry (CoI) Framework: An Exploratory Study

Autor/inn/en	Arbaugh, J. B.; Bangert, Arthur; Cleveland-Innes, Martha
Titel	Subject Matter Effects and the Community of Inquiry (CoI) Framework: An Exploratory Study
Quelle	In: Internet and Higher Education, 13 (2010) 1-2, S.37-44 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2009.10.006
Schlagwörter	Online Courses; Intellectual Disciplines; Communities of Practice; Inquiry; Models; Validity; Student Attitudes; Student Surveys; Virtual Classrooms; Distance Education; Computer Mediated Communication; Electronic Learning; Internet; Web Based Instruction; College Students; College Instruction; Higher Education; Course Evaluation; Evaluation Research; Evaluation Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Geisteswissenschaften; Community; Analogiemodell; Gültigkeit; Schülerverhalten; Schülerbefragung; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Web Based Training; Collegestudent; Hochschullehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluationsforschung
Abstract	This paper integrates the emerging literatures of empirical research on the Community of Inquiry (CoI) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U.S. institutions. Our results found significant disciplinary differences, particularly regarding cognitive presence, in soft, applied disciplines relative to other disciplines. These initial results suggest the possibility that the CoI framework may be more applicable to applied disciplines than pure disciplines. Our findings suggest interesting opportunities for future researchers to consider how the individual elements of the CoI framework may influence and be influenced by academic disciplines and how the framework may need to be refined or modified to explain effective course conduct in pure disciplines. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10