The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts.
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| Title: | The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts. |
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| Authors: | Stewart, Mary K.1, Hilliard, Lyra2, Stillman-Webb, Natalie3, Cunningham, Jennifer M.4 |
| Source: | Online Learning. Jun2021, Vol. 25 Issue 2, p73-94. 22p. |
| Subject Terms: | *Community of inquiry, *Social learning, *Cognitive load, *Factor analysis, *Online education |
| Abstract: | This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to "social presence," "social comfort," "attitude," and "social learning." They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151654603 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v25i2.2275 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 73 Subjects: – SubjectFull: Community of inquiry Type: general – SubjectFull: Social learning Type: general – SubjectFull: Cognitive load Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Online education Type: general Titles: – TitleFull: The Community of Inquiry in Writing Studies Survey: Interpreting Social Presence in Disciplinary Contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stewart, Mary K. – PersonEntity: Name: NameFull: Hilliard, Lyra – PersonEntity: Name: NameFull: Stillman-Webb, Natalie – PersonEntity: Name: NameFull: Cunningham, Jennifer M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Online Learning Type: main |
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