Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample

被引：506

作者：

Arbaugh, J. B. ^{[1
]}

Cleveland-Innes, Martha ^{[2
]}

Diaz, Sebastian R. ^{[3
]}

Garrison, D. Randy ^{[4
]}

Ice, Philip

Richardson, Jennifer C. ^{[5
]}

Swan, Karen P. ^{[6
]}

机构：

[1] Univ Wisconsin, Coll Business, Oshkosh, WI 54901 USA

[2] Athabasca Univ, Athabasca, AB, Canada

[3] W Virginia Univ, Morgantown, WV 26506 USA

[4] Univ Calgary, Calgary, AB T2N 1N4, Canada

[5] Purdue Univ, W Lafayette, IN 47907 USA

[6] Kent State Univ, Kent, OH USA

来源：

INTERNET AND HIGHER EDUCATION | 2008年 / 11卷 / 3-4期

关键词：

Community of Inquiry; Cognitive presence; Teaching presence; Social presence;

D O I：

10.1016/j.iheduc.2008.06.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：133 / 136

页数：4

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