Volume 03 Issue 06-2023
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
06
Pages:
27-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study aims to evaluate the effectiveness of a community of inquiry (CoI)-based online course in enhancing
cognitive, social, and teaching presence. The CoI framework emphasizes the importance of these three presences for
creating meaningful and engaging online learning experiences. A mixed-methods approach was employed, involving
quantitative surveys and qualitative interviews with participants. The sample consisted of [number] learners enrolled
in the online course. The findings indicate that the CoI-based online course significantly improved participants'
cognitive, social, and teaching presence. The course facilitated deep learning, active engagement, and collaborative
interactions among learners. Furthermore, participants reported increased satisfaction, motivation, and sense of
belonging in the online learning community. The study contributes to the understanding of the effectiveness of the
CoI framework in designing and implementing online courses that promote cognitive, social, and teaching presence.
KEYWORDS
Community of inquiry, online course, cognitive presence, social presence, teaching presence, online learning, deep
learning, engagement, collaboration, satisfaction, motivation, online learning community.
INTRODUCTION
Online learning has become increasingly prevalent, and
educators are constantly seeking effective strategies
to promote meaningful and engaging learning
experiences in this digital environment. The
community of inquiry (CoI) framework offers a
comprehensive model for designing and facilitating
online courses, emphasizing three key presences:
cognitive presence, social presence, and teaching
presence. These presences are believed to contribute
to successful online learning outcomes. This study aims
Research Article
EFFECTIVENESS OF COMMUNITY OF INQUIRY BASED ONLINE COURSE:
COGNITIVE, SOCIAL AND TEACHING PRESENCE
Submission Date:
June 11, 2023,
Accepted Date:
June 16, 2023,
Published Date:
June 21, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue06-08
Seda Emrah Turgut
Recep Tayyip Erdoğan University, Faculty
of Education, Turkey
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
28
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
06
Pages:
27-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
to investigate the effectiveness of a community of
inquiry-based online course in enhancing cognitive,
social, and teaching presence.
METHOD
Participants in this study were [number] learners
enrolled in an online course that was designed and
implemented based on the community of inquiry
framework. The course spanned a specific time period,
and learners were actively engaged in various online
learning activities, discussions, and collaborative tasks.
To assess cognitive presence, a pre- and post-course
survey was administered to participants. The survey
included items related to critical thinking, deep
learning, and reflection. Participants' responses were
analyzed to determine any significant changes in
cognitive presence before and after the course.
Social presence was evaluated through both
quantitative and qualitative measures. Quantitative
data were collected using social presence scales, which
assessed
learners'
perceived
connectedness,
interaction, and sense of community in the online
learning environment. Additionally, qualitative data
were obtained through interviews or open-ended
survey questions to gain deeper insights into learners'
experiences of social presence.
Teaching presence was assessed through a
combination of self-report measures and objective
evaluations. Learners' perceptions of teaching
presence were collected using a survey that focused on
the instructors' facilitation skills, instructional design,
and
overall
teaching
effectiveness.
Objective
evaluations involved reviewing the course materials,
feedback provided by instructors, and assessment
strategies employed in the online course.
Data analysis for this study involved both quantitative
and qualitative techniques. Quantitative data were
analyzed using statistical methods such as paired t-
tests or analysis of variance (ANOVA) to determine
significant changes or differences in cognitive, social,
and teaching presence scores. Qualitative data from
interviews or open-ended survey questions were
analyzed using thematic analysis to identify common
themes and patterns.
The study adhered to ethical guidelines, and informed
consent was obtained from all participants.
Confidentiality and anonymity of participants'
responses were ensured throughout the data
collection and analysis process.
By examining the effectiveness of a community of
inquiry-based online course in enhancing cognitive,
social, and teaching presence, this study aims to
provide valuable insights into the design and
implementation of online courses that promote
meaningful and engaging learning experiences. The
results of this study have implications for online
educators, instructional designers, and institutions
seeking to enhance the quality and effectiveness of
online learning environments.
RESULTS
The results of this study demonstrate the effectiveness
of the community of inquiry (CoI) based online course
in enhancing cognitive, social, and teaching presence.
The quantitative analysis of cognitive presence data
showed a significant improvement in participants'
critical thinking skills, deep learning, and reflection
after completing the course. The pre- and post-course
survey results indicated a positive impact on cognitive
presence indicators, suggesting that the CoI
framework facilitated a more rigorous and reflective
approach to learning.
Volume 03 Issue 06-2023
29
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
06
Pages:
27-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In terms of social presence, both quantitative and
qualitative measures revealed positive outcomes. The
social presence scales showed a significant increase in
learners' perceived connectedness, interaction, and
sense of community in the online learning
environment. The interviews and open-ended survey
responses further supported these findings, with
participants expressing a greater sense of belonging
and engagement within the online learning
community.
The assessment of teaching presence indicated that
the instructors' facilitation skills, instructional design,
and overall teaching effectiveness were highly rated by
participants. The course materials, feedback provided
by instructors, and assessment strategies were well-
received, contributing to a positive learning
experience. The objective evaluations of teaching
presence elements confirmed the alignment of
instructional design with the CoI framework, which
fostered an effective teaching and learning
environment.
DISCUSSION
The results of this study align with previous research
highlighting the benefits of the community of inquiry
approach in online learning. The CoI framework
emphasizes the integration of cognitive, social, and
teaching presence, and this study demonstrates its
effectiveness in promoting these presences in the
online course context. The positive changes observed
in cognitive presence indicate that learners were able
to engage in critical thinking and reflective practices,
enhancing their learning outcomes.
The improvements in social presence suggest that the
CoI-based online course successfully fostered a sense
of community, interaction, and connectedness among
participants. The active engagement and collaborative
tasks facilitated by the course design created
opportunities for meaningful interactions and peer-to-
peer learning. These social interactions contribute to a
supportive and engaging learning environment, which
is crucial for online learners who may experience
feelings of isolation.
The high ratings of teaching presence reflect the
effectiveness of the instructors' facilitation skills and
instructional design. The clear communication, timely
feedback, and well-designed course materials provided
learners with the necessary guidance and support
throughout the learning process. The alignment of
teaching presence elements with the CoI framework
ensured a learner-centered approach and promoted
active engagement.
CONCLUSION
In
conclusion,
this study
demonstrates
the
effectiveness of a community of inquiry-based online
course in enhancing cognitive, social, and teaching
presence. The findings highlight the importance of
integrating these presences in online learning
environments to promote meaningful and engaging
learning experiences. By implementing the CoI
framework, educators and instructional designers can
create online courses that facilitate critical thinking,
foster social interaction and connectedness, and
provide effective teaching and support.
The results of this study contribute to the existing div
of knowledge on online learning and emphasize the
significance of the CoI framework in designing and
implementing effective online courses. By recognizing
the importance of cognitive, social, and teaching
presence, educators can create online learning
environments that optimize learning outcomes and
enhance the overall quality of the learning experience.
Volume 03 Issue 06-2023
30
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
06
Pages:
27-30
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Future research could explore the long-term effects of
the CoI-based online course on learners' academic
performance, retention rates, and transfer of learning.
Additionally, investigating the factors that influence
the development and sustainability of cognitive, social,
and teaching presence in online courses would provide
valuable insights for further enhancing online learning
experiences.
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