The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions
Chen, Baiyun · deNoyelles, Aimee · Zydney, Janet · Patton, Kerry

PublishedMarch 2017
JournalOnline Learning
Volume 21, Issue 1, Pages 165-188
CountryUnited States, North America

ABSTRACT
It can be difficult to foster focused and effective communication in online discussions within large classes. Implementing protocols is a strategy that may help students communicate more effectively, facilitate their learning process, and improve the quality of their work within online discussions. In this exploratory research study, a protocol was developed and improved over two iterations in a very large undergraduate video-streaming business course (N1=412; N2=450). The discussion instructions were consolidated and adjusted, and design elements such as a grading rubric, exemplary student samples, and due date reminders were added in the second iteration. There were higher perceptions of social, cognitive, and teaching presences in the second iteration, as well as significantly more group cognition within the discussion measured through a Community of Inquiry coding template. Findings suggest that protocols are a potentially useful strategy to manage online discussions in large classes.

Keywords community of inquiry · large classes · online discussions · protocols

LanguageEnglish
ISSN2472-5730
RefereedYes
RightsCC BY
DOI10.24059/olj.v21i1.816
ExportBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
816-4943-2-PB.pdf · 236.6KB3 downloads



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

Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions
Zydney, Janet Mannheimer; deNoyelles, Aimee; Seo, Kay Kyeong-Ju
The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a ...
Match: denoyelles, aimee; exploratory; 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: exploratory; community of inquiry; united states

Exploring communities of inquiry in Massive Open Online Courses
Kovanović, Vitomir; Joksimović, Srećko; Poquet, Oleksandra; Hennis, Thieme; et al.
This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a ...
Match: united states

A study of students' sense of learning community in online environments
Shea, Peter
This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these ...
Match: 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: exploratory; community of inquiry; united states

Student role adjustment in online communities of inquiry: Model and instrument validation
Garrison, D. Randy; Cleveland-Innes, Martha; Fung, Tak
The purpose of this study is to validate an instrument to study role adjustment of students new to an online community of inquiry. The community of inquiry conceptual model for online learning was used to shape this ...
Match: community of inquiry

Translating and Validating the Community of Inquiry Survey Instrument in Brazil
Parulla, Cibele Duarte; Weissheimer, Anne Marie; dos Santos, Marlise Bock; Cogo, Ana Luísa Petersen
Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate ...
Match: community of inquiry

Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective
Stenbom, Stefan; Hrastinski, Stefan; Cleveland-Innes, Martha
There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The ...
Match: exploratory; community of inquiry

New exploratory and confirmatory factor analysis insights into the community of inquiry survey
Kozan, Kadir; Richardson, Jennifer C.
This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were ...
Match: exploratory; united states

Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework
Dempsey, Patrick; Zhang, Jie
Despite the prevalence of research on the community of inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or ...
Match: 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.