Collaborative Learning and Learner Engagement within the Community of Inquiry Model: A Systematic Review

Yıl 2023, Cilt: 6 Sayı: 2, 60 – 68, 31.12.2023

Runu Mani Das , J. V. Madhusudan

Öz

Kaynakça

• Alman, S. W., Frey, B. a, & Tomer, C. (2012). Social and cognitive presence as factors in learning and student retention: An investigation of the cohort model in an iSchool setting. Journal of Education for Library and Information Science, 53(4), 290–302.
• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT. In JALN (Vol. 5, Issue 2).
• Aslan, A. (2021). The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study. Journal of Pedagogical Research, 5(2), 72–87. https://doi.org/10.33902/jpr.2021269326
• Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty.
• Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2004). Building trust in virtual teams. IEEE Transactions on Professional Communication, 47(2), 95–104. https://doi.org/10.1109/TPC.2004.828203
• Damm, C. A. V. (2016). Applying a Community of Inquiry Instrument To Measure Student Engagement in Large Online Courses. Current Issues in Emerging ELearning, 3(1), 138–171. https://scholarworks.umb.edu/cieeAvailableat:https://scholarworks.umb.edu/ciee/vol3/iss1/9%0Ahttp://scholarworks.umb.edu/ciee/vol3/iss1/9
• Dean, R., Swan, K., Shea, P. E., & Arbaugh, B. (n.d.). A constructivist approach to online learning: The community of inquiry framework Cite this paper Related papers Researching Online Communit ies of Inquiry: New CoI Survey Inst rument.
• Garrison, D. R. (2011). Communities of Inquiry in Online Learning. Encyclopedia of Distance Learning, Second Edition, January 2009, 352–355. https://doi.org/10.4018/978-1-60566-198-8.ch052
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. International Journal of Phytoremediation, 21(1), 7–23. https://doi.org/10.1080/08923640109527071
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1–2), 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002
• Gong, L. (2018). Community of Inquiry: An instructional approach to promote collaborative learning in blended learning. 214–216.
• Hagaman, S. (1990). The Community of Inquiry: An Approach to Collaborative Learning (Vol. 31, Issue 3). https://www.jstor.org/stable/1320762
• Harris, J. (2000). Taboo topic no longer: Why telecollaborative projects sometimes fail. Learning and Leading with Technology, 27(5), 58–61.
• Hsu, Y., Irie, N. R., & Ching, Y. (2019). Computational Thinking Educational Policy Initiatives ( CTEPI ) Across the Globe. 260–270.
• Kitchenham, Barbara Ann and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report, Ver. 2.3 EBSE Technical Report. EBSE, 1, 1–54.
• Kitchenham, B. (2007). Source: “Guidelines for performing Systematic Literature Reviews in SE”, Kitchenham et al Guidelines for performing Systematic Literature Reviews in Software Engineering.
• Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., Hatala, M., Dawson, S., Siemens, G., & Gašević, D. (2018). Exploring communities of inquiry in Massive Open Online Courses. Computers and Education, 119(December 2016), 44–58. https://doi.org/10.1016/j.compedu.2017.11.010
• Liu, C. C., & Tsai, C. C. (2008). An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers and Education, 50(3), 627–639. https://doi.org/10.1016/j.compedu.2006.07.002
• Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students’ lives: Establishing social presence using digital storytelling. Internet and Higher Education, 13(1–2), 70–72. https://doi.org/10.1016/j.iheduc.2009.10.004
• Nolan-Grant, C. R. (2019). The Community of Inquiry framework as learning design model: a case study in postgraduate online education. RESEARCH IN LEARNING TECHNOLOGY, 27. https://doi.org/10.25304/rlt.v27.2240
• Prince, M. (2004). Does active learning work? A review of the research. In Journal of Engineering Education (Vol. 93, Issue 3, pp. 223–231). Wiley-Blackwell Publishing Ltd. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
• Redmond, P., & Lock, J. V. (2006). A flexible framework for online collaborative learning. Internet and Higher Education, 9(4), 267–276. https://doi.org/10.1016/j.iheduc.2006.08.003
• Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the community of inquiry framework for online learning. EDUCATIONAL PSYCHOLOGIST, 57(3, SI), 148–161. https://doi.org/10.1080/00461520.2022.2089989
• Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747. https://doi.org/10.1016/j.chb.2012.04.014
• Swan, K. (2005). A Constructivist Model for Thinking about Learning Online. In J. Bourne & J. C. Moore (Eds), Elements of Quality Online Education: Engaging Communities. Needham, MA: Sloan-C. Research Center for Educational Technology, Kent State University.
• Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, 43–57. https://doi.org/10.4018/978-1-60566-654-9.ch004
• Tiedt, J. A., Owens, J. M., & Boysen, S. (2021). The effects of online course duration on graduate nurse educator student engagement in the community of inquiry. Nurse Education in Practice, 55(July), 103164. https://doi.org/10.1016/j.nepr.2021.103164
• Tomcho, T. J., & Foels, R. (2012). Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations. Teaching of Psychology, 39(3), 159–169. https://doi.org/10.1177/0098628312450414
• Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education, 13(1–2), 60–65. https://doi.org/10.1016/j.iheduc.2009.10.007
• Vygotsky, L. (1978). Mind in society. Harvard University Press.
• Waters, J., & Gasson, S. (n.d.). SOCIAL ENGAGEMENT IN AN ONLINE COMMUNITY OF INQUIRY 1 Human-Computer Interaction.

Collaborative Learning and Learner Engagement within the Community of Inquiry Model: A Systematic Review

Yıl 2023, Cilt: 6 Sayı: 2, 60 – 68, 31.12.2023

Runu Mani Das , J. V. Madhusudan

Öz

The Community of Inquiry (CoI) approach is one of the most recent methods aimed at enhancing learner engagement in online learning environments. This model centers on three key elements: teaching presence, social presence, and cognitive presence. Learner engagement and collaborative learning constitute two fundamental aspects of online education, with a strong focus on mental and social engagement, group activities, and project work. Collaboration among learners and instructors plays a pivotal role in improving the overall online educational experience. This study sought to assess the effectiveness of the Community of Inquiry model in promoting collaborative learning and enhancing learner engagement in online settings. The study employed a systematic review methodology, analyzing eight studies conducted between 1990 and 2021. The findings of the study indicate that the Community of Inquiry model significantly contributes to learners’ engagement and fosters collaborative learning among peers, ultimately enhancing learner performance and positively impacting cognitive, emotional, and behavioral engagement.

Anahtar Kelimeler

Collaborative Learning, Learner Engagement, Community of Inquiry, Online Learning.

Etik Beyan

Hereby, I “Runu Mani Das”, consciously assure that for the manuscript “Collaborative Learning and Learner Engagement within the Community of Inquiry Model: A Systematic Review” the following is fulfilled: 1) This material is the authors' own original work, which has not been previously published elsewhere. 2) The paper is not currently being considered for publication elsewhere. 3) The paper reflects the authors' own research and analysis in a truthful and complete manner. 4) The paper properly credits the meaningful contributions of co-authors and co-researchers. 5) The results are appropriately placed in the context of prior and existing research. 6) All sources used are properly disclosed (correct citation). Literally copying of text must be indicated as such by using quotation marks and giving proper reference. 7) All authors have been personally and actively involved in substantial work leading to the paper, and will take public responsibility for its content.

Teşekkür

Thank you for considering this manuscript.

Kaynakça

• Alman, S. W., Frey, B. a, & Tomer, C. (2012). Social and cognitive presence as factors in learning and student retention: An investigation of the cohort model in an iSchool setting. Journal of Education for Library and Information Science, 53(4), 290–302.
• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT. In JALN (Vol. 5, Issue 2).
• Aslan, A. (2021). The evaluation of collaborative synchronous learning environment within the framework of interaction and community of inquiry: An experimental study. Journal of Pedagogical Research, 5(2), 72–87. https://doi.org/10.33902/jpr.2021269326
• Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty.
• Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2004). Building trust in virtual teams. IEEE Transactions on Professional Communication, 47(2), 95–104. https://doi.org/10.1109/TPC.2004.828203
• Damm, C. A. V. (2016). Applying a Community of Inquiry Instrument To Measure Student Engagement in Large Online Courses. Current Issues in Emerging ELearning, 3(1), 138–171. https://scholarworks.umb.edu/cieeAvailableat:https://scholarworks.umb.edu/ciee/vol3/iss1/9%0Ahttp://scholarworks.umb.edu/ciee/vol3/iss1/9
• Dean, R., Swan, K., Shea, P. E., & Arbaugh, B. (n.d.). A constructivist approach to online learning: The community of inquiry framework Cite this paper Related papers Researching Online Communit ies of Inquiry: New CoI Survey Inst rument.
• Garrison, D. R. (2011). Communities of Inquiry in Online Learning. Encyclopedia of Distance Learning, Second Edition, January 2009, 352–355. https://doi.org/10.4018/978-1-60566-198-8.ch052
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education.
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. International Journal of Phytoremediation, 21(1), 7–23. https://doi.org/10.1080/08923640109527071
• Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1–2), 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002
• Gong, L. (2018). Community of Inquiry: An instructional approach to promote collaborative learning in blended learning. 214–216.
• Hagaman, S. (1990). The Community of Inquiry: An Approach to Collaborative Learning (Vol. 31, Issue 3). https://www.jstor.org/stable/1320762
• Harris, J. (2000). Taboo topic no longer: Why telecollaborative projects sometimes fail. Learning and Leading with Technology, 27(5), 58–61.
• Hsu, Y., Irie, N. R., & Ching, Y. (2019). Computational Thinking Educational Policy Initiatives ( CTEPI ) Across the Globe. 260–270.
• Kitchenham, Barbara Ann and Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report, Ver. 2.3 EBSE Technical Report. EBSE, 1, 1–54.
• Kitchenham, B. (2007). Source: “Guidelines for performing Systematic Literature Reviews in SE”, Kitchenham et al Guidelines for performing Systematic Literature Reviews in Software Engineering.
• Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., Hatala, M., Dawson, S., Siemens, G., & Gašević, D. (2018). Exploring communities of inquiry in Massive Open Online Courses. Computers and Education, 119(December 2016), 44–58. https://doi.org/10.1016/j.compedu.2017.11.010
• Liu, C. C., & Tsai, C. C. (2008). An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers and Education, 50(3), 627–639. https://doi.org/10.1016/j.compedu.2006.07.002
• Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students’ lives: Establishing social presence using digital storytelling. Internet and Higher Education, 13(1–2), 70–72. https://doi.org/10.1016/j.iheduc.2009.10.004
• Nolan-Grant, C. R. (2019). The Community of Inquiry framework as learning design model: a case study in postgraduate online education. RESEARCH IN LEARNING TECHNOLOGY, 27. https://doi.org/10.25304/rlt.v27.2240
• Prince, M. (2004). Does active learning work? A review of the research. In Journal of Engineering Education (Vol. 93, Issue 3, pp. 223–231). Wiley-Blackwell Publishing Ltd. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
• Redmond, P., & Lock, J. V. (2006). A flexible framework for online collaborative learning. Internet and Higher Education, 9(4), 267–276. https://doi.org/10.1016/j.iheduc.2006.08.003
• Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the community of inquiry framework for online learning. EDUCATIONAL PSYCHOLOGIST, 57(3, SI), 148–161. https://doi.org/10.1080/00461520.2022.2089989
• Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747. https://doi.org/10.1016/j.chb.2012.04.014
• Swan, K. (2005). A Constructivist Model for Thinking about Learning Online. In J. Bourne & J. C. Moore (Eds), Elements of Quality Online Education: Engaging Communities. Needham, MA: Sloan-C. Research Center for Educational Technology, Kent State University.
• Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, 43–57. https://doi.org/10.4018/978-1-60566-654-9.ch004
• Tiedt, J. A., Owens, J. M., & Boysen, S. (2021). The effects of online course duration on graduate nurse educator student engagement in the community of inquiry. Nurse Education in Practice, 55(July), 103164. https://doi.org/10.1016/j.nepr.2021.103164
• Tomcho, T. J., & Foels, R. (2012). Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations. Teaching of Psychology, 39(3), 159–169. https://doi.org/10.1177/0098628312450414
• Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education, 13(1–2), 60–65. https://doi.org/10.1016/j.iheduc.2009.10.007
• Vygotsky, L. (1978). Mind in society. Harvard University Press.
• Waters, J., & Gasson, S. (n.d.). SOCIAL ENGAGEMENT IN AN ONLINE COMMUNITY OF INQUIRY 1 Human-Computer Interaction.

Toplam 32 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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