The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses
Ice, Phil · Gibson, Angela M. · Boston, Wally · Becher, Dave

PublishedJune 2011
JournalOnline Learning
Volume 15, Issue 2, Pages 44-69
CountryUnited States, North America

ABSTRACT
Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study utilizes a data mining approach to examine course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-a-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Keywords disenrollment · retention · online learning · community of inquiry

LanguageEnglish
ISSN2472-5730
RefereedYes
DOI10.24059/olj.v15i2.196
ExportBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
EJ935576.pdf · 529.4KB



Viewed by 0 distinct readers




COMMUNITY NOTES

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.

POST A COMMENT
SIMILAR RECORDS

An Exploration of the Relationship Between Indicators of the Community of Inquiry Framework and Retention in Online Programs
Boston, Wally; Díaz, Sebastián R.; Gibson, Angela M.; Ice, Phil; et al.
As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the ...
Match: ice, phil; gibson, angela m.; boston, wally; exploration; retention; community of inquiry; united states

A Response to the Review of the Community of Inquiry Framework
Akyol, Zehra; Arbaugh, J. Ben; Cleveland-Innes, Marti; Garrison, D. Randy; et al.
The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with ...
Match: ice, phil; online learning; community of inquiry; united states

Exploring Community College Student Perceptions of Online Learning
Morris, Terry Ann
The purpose of this qualitative study was to explore community college student perceptions of online learning within the theoretical construct of the Community of Inquiry (CoI) model, which describes the manner in which ...
Match: online learning; community of inquiry; united states

Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course
Song, Jayoung
The global outbreak of COVID-19 substantially changed foreign language classrooms, from the design to the implementation of the lessons. Most of the L2 classes, originally designed for face-to-face (F2F) learning, ...
Match: online learning; community of inquiry; united states

Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis
Yu, Taeho; Richardson, Jennifer C.
This study examines the reliability and validity of a Korean version of the Community of Inquiry (CoI) instrument for online learning. The measurement consists of 34 items to evaluate social, teaching, and cognitive ...
Match: online learning; community of inquiry; united states

Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study
Arbaugh, J. B.; Bangert, Arthur; Cleveland-Innes, Martha
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 ...
Match: online learning; community of inquiry; united states

Digging Beneath the Surface: Analyzing the Complexity of Instructors' Participation in Asynchronous Discussion
Clarke, Lane Whitney; Bartholomew, Audrey
This study is situated at the nexus of contradictory research about the role of the instructor in asynchronous discussions. The goal of this descriptive study was to provide a deeper analysis of instructor comments and ...
Match: online learning; community of inquiry; united states

Examining online teaching, cognitive, and social presence for adult students
Ke, Fengfeng
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors ...
Match: online learning; community of inquiry; united states

Designing a Community of Inquiry in Online Courses
Flock, Holly
This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality ...
Match: online learning; community of inquiry; united states

Revisiting methodological issues in transcript analysis: Negotiated coding and reliability
Garrison, D. R.; Cleveland-Innes, M.; Koole, Marguerite; Kappelman, James
Transcript analysis is an important methodology to study asynchronous online educational discourse. The purpose of this study is to revisit reliability and validity issues associated with transcript analysis. The goal ...
Match: online learning; community of inquiry; united states
The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.