Online Collaboration Principles ONLINE COLLABORATION PRINCIPLES

This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.

Internet and Higher Education

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. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.

International Journal of Academic Research in Business & Social Sciences, 2023

Online learning in recent years has been the subject of research as the platform is proving itself to be crucial in modifying face to face classes to an online, internet mediated platform. As the online learning landscape continues to progress, it becomes important to understand the various factors that contribute to the effectiveness of this mode. One way to ensure the effectiveness of online learning is to refer to the Community of Inquiry (COI) framework which consists of three key elements which are social presence, teaching presence and cognitive presence. Therefore, this study investigated how learners view and perceive their cognitive, teaching and social presence in an online learning environment and also determined whether there are correlations between the types of presence in online learning. This quantitative study has a purposive sample of 169 participants who responded to a four-part survey designed to gauge their perception on the three key elements of online presence. The findings from the study suggest a significant relationship between all three types of presence during online learning in which the interconnectedness between the elements helps to create a conducive and positive online learning environment for students. Therefore, by being aware of the three presences, learners and instructors can ensure an online structure that is beneficial and meaningful.

Online teaching facilitates the development of students’ cognition. With online media, students are given privileges to manage the pace of their own learning without waiting for instructions of the teacher. Moreover, asynchronous communication mode as one of the characteristics of online media gives more privacy for participants to reflect on the teaching inputs. This paper aims to describe students’ cognitive presence during the discussions. The content analysis of the students’ posts in the discussion was carried to describe the pattern of presence cognitive structure. Following the analysis of 25 online participants, the study found the following pattern of cognitive presence: triggering event (20%), exploration (40%) negotiation (15%), and resolution (10%). Most participants have shown their most active participation during the triggering event or the early stages of discussion. For some reason, it happened due to the fact that their performance did not require excessive cognitive energy. However, gradually their active involvement gradually in following phases such as exploration, negotiation, and resolution. This study recommends the importance of the role of instructors to facilitate meaningful learning process in an online learning: designing, carrying out instructions while establishing favorable social relationships among learners. Keywords Teaching presence, social presence, cognitive presence, a community of inquiry

This mixed-methods study examined how interactions facilitated cognitive, social, and teaching presence in inquiry-based learning in a course where learners had the option to choose whether to conduct group work online or in person. Findings suggest that the knowledge learners gained from the course resulted from chats and discussions within their small groups and not from threaded discussions with the entire class. Results also indicate that learners with a high degree of social presence within their small groups developed a relationship that appeared to overshadow their relationship with classmates in other groups. Teaching presence may be affected by whether learners choose to collaborate in person or online and by where they choose to collaborate. The further the group moved away from the instructor's online or physical presence, the lower the degree of teaching presence the learners felt.

Social Presence in Online Learning: Multiple Perspectives on Practice and Research, 2017

Social presence theory was the term first proposed in 1976 to explain how telecommunications influence how people communicate (Short, Williams, & Christie, 1976). Short and colleagues (1976) defined social presence as the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium. This theory became particularly important for online educators trying to understand how people communicated in primarily text-based online courses during the 1990s (Lowenthal, 2009). In fact, social presence was identified as one of the core elements of the Community of Inquiry (CoI) framework, a widely used guide for planning, developing, evaluating, and researching online learning (Boston et al., 2011; Kumar & Ritzhaupt, 2014; Swan, Day, Bogle, & Matthews, 2014). The CoI framework is a dynamic process model of online learning based on the theory that effective learning requires a community based on inquiry (Garrison, 2011,2015). At the heart of the model are the interdependent constructs of cognitive, social, and teaching presence (Swan, Garrison, & Richardson, 2009). Social presence, the first element, is the ability of participants "to project their personal characteristics into the community, thereby presenting themselves to other participants as 'real people'" (Garrison, Anderson, & Archer, 2000, p. 89). The second element, teaching presence, involves instructional management, building understanding, and direct instruction. And the third element, cognitive presence, is "the extent to which the participants in...a community of inquiry are able to construct meaning through sustained communication" (Garrison et al., 2000, p. 89).

International Journal of Academic Research in Business & Social Sciences, 2023

The rapid adoption of online learning is due to its several advantages over traditional classroom training. However, the remote nature of online learning can pose challenges for both students and instructors. Instructors were thrust into a big transition to online instruction with no preparation time or resources. Whether or not the quality of education has improved as a result of the shift from the more traditional face-to-face format to the more modern e-learning approach is the subject of some discussion. This study aims to address the relationship between teaching, cognitive presence and social presence in online learning. A quantitative study is done to explore online presence among learners who attend online classes. A purposive sample of 100 participants responded to the survey. The instrument used is a survey and is replicated from (Arbaugh et al., 2008). There are 4 sections altogether (refer to table 1). Section A has items on demographic profile. Section B has 13 items on teaching presence. Section C has 9 items on social presence and section D has 12 items on cognitive presence. The findings of this study suggest that online learning environments require a balance of teaching, cognitive presence, and social presence to facilitate effective learning. The exploration of the relationship between teaching, cognitive presence, and social presence in online learning has important implications for the design and delivery of online courses.

Presence -or having a sense of active participation -in distance education has increased with the expanding use of and affordances of communications technologies. Virtual worlds have been on the forefront of popular and education technology in the last three years and innovative methods of teaching and learning are emerging in these contexts. Using the recently validated community of inquiry (COI) instrument, this study focuses on students' perceptions of teaching, social and cognitive presence in virtual world contexts. The authors examine whether the COI Instrument can be effectively be applied to virtual world learning events. The results are exciting: in a diverse sample, virtual world learners perceive teaching presence, social presence and cognitive presence.

Australasian Journal of Educational Technology

This study focuses on the relationships established between the elements that compose the Community of Inquiry (CoI): cognitive, social, and teaching presence. Using three questionnaires, we analyze the students’ perception of synchronous and asynchronous virtual in text-based communication (chats, forums and emails). Starting from the high correlations found between the three elements, we perform a multiple linear regression analysis. The findings show that relationships can be established in the model in which the cognitive elements are strongly predicted, to a greater extent by social presence than by teaching presence. In the forums the cognitive presence is better explained by other presences than in chats and emails. The results reveal the need to analyze the three kinds of presence jointly, assessing the impact of each on student learning. We also determine that the instructor benefits from knowing which tool is more valid for the learning objectives.

This study of over 2000 US college students examines the Community of Inquiry framework (CoI) in its capacity to describe and explain differences in learning outcomes in hybrid and fully online learning environments. We hypothesize that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, and that online learner self-regulation, a construct that we label " learning presence " moderates relationships of the other components within the CoI model. Consistent with previous research (e.g., Means, Toyama, Murphy, Bakia, & Jones, 2009; Shea & Bidjerano, 2011) we found evidence that students in online and blended courses rank the modalities differently with regard to quality of teaching, social, and cognitive presence. Differences in help seeking behavior, an important component of self-regulated learning, were found as well. In addition, results suggest teaching presence and social presence have a differential effect on cognitive presence, depending upon learner's online self-regulatory cognitions and behaviors, i.e. their learning presence. These results also suggest a compensation effect in which greater self-regulation is required to attain cognitive presence in the absence of sufficient teaching and social presence. Recommendations for future research and practice are included. 1. Cognitive presence in the community of inquiry model as a function of self-regulated learning Between the fall 2008 and fall 2009 academic years more than one million new college students in the United States took an online course for the first time. Adding this number of students to online education in a single year, an increase of more than 20%, represents a milestone of sorts. The addition of these new learners is the largest single year numerical increase since such data have been collected, bringing the total number of online students to more than 5.5 million (Allen & Seaman, 2010). The current growth rate among online students is more than ten times the growth rate in higher education generally, which saw an increase of less than 2% overall. The data suggest that online education continues to grow phenomenally with about 30% of all US college students taking at least one online course (Allen & Seaman, 2010). Other research suggests that this growth is likely to continue and that we may see as many as 50% of college students in online courses by 2014 (Christensen, Horn, Caldera, & Soares, 2011). In addition to the millions of students in fully online courses, we are now seeing growth in the numbers of students enrolled in blended or hybrid courses in which part of the instruction is carried out online with a reduced portion remaining in the classroom. Some forecast (Watson, 2008) that this sector will grow even faster than fully online education, especially in pre-college settings. The present study seeks to understand the experiences of these many millions of students, and the millions more predicted to follow them, from both conceptual and empirical perspectives. Given the ongoing growth of online and blended education, it is crucial that we gain insights into successful learners engaged in these modalities and begin to develop a profile of how people learn online. We know that online learning is similar to and yet distinct from classroom learning. Clearly the absence of the dynamic of face-to-face interaction represents a change and we know that for most students online education is carried out in an asynchronous internet-based format. The US Department of Education reports, for example, that more than 11,200 college level programs have been designed for delivery fully at a distance and that 98% of these use asynchronous internet-based