Analysing the Community of Inquiry Model in the Context of Online Learning: A Bibliometric Study.
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| Title: | Analysing the Community of Inquiry Model in the Context of Online Learning: A Bibliometric Study. |
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| Authors: | Das, Runu Mani1 (AUTHOR) runumanidas123@gmail.com, J.V., Madhusudan1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. May2024, Vol. 68 Issue 3, p435-447. 13p. |
| Subject Terms: | *Community of inquiry, *Online education, *Bibliometrics, *Student engagement, *Factor analysis, Virtual communities |
| Abstract: | This paper presents a bibliometric analysis of the community of inquiry model in online learning. The study focuses on identifying the most trending topics, most impact authors, most relevant sources, most relevant countries and most cited articles in the community of inquiry online learning model. Another aim is to understand the literature's factorial analysis, co-occurrence mapping and productivity mapping and the importance of the community of inquiry model in online teaching and learning. A total of 405 studies published between 2015 and 2022 extracted from the Web of Science Core Collection for the study. The results show the extent of growth of research studies in the community of inquiry model. The analysis revealed trends of productive authors and journals, and also identified the top country in terms of publishing articles. It includes a deeper understanding of the intellectual structure and conceptual evolution of the CoI model. Future research should explore advanced bibliometric mapping for CoI dynamics and the factors influencing learner engagement within the community of inquiry model, the role of teaching, cognitive and social presences, and strategies to strengthen the three presences in online learning. The study will help educators and researchers to identify the trends in relation to the community of inquiry framework. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature 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 |
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