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Cross-cultural assessment of the community of inquiry instrument: a comparison between UK and US students.

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Title: Cross-cultural assessment of the community of inquiry instrument: a comparison between UK and US students.
Authors: Guo, Xin1 (AUTHOR) xin.guo@uws.ac.uk
Source: Accounting Education. Apr2025, Vol. 34 Issue 2, p179-198. 20p.
Subject Terms: *Community of inquiry, *Psychology of students, *Exploratory factor analysis, *Learning, *Inquiry method (Teaching)
Abstract: The purpose of this paper is to conduct a cross-cultural assessment of the Community of Inquiry (CoI) instrument [Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133–136], comparing its application between students in the UK and the US. Using data collected from 245 UK accounting students, exploratory factor analysis was performed to assess the factorial structure of the CoI instrument. The analysis identifies three factors, consistent with the three presences outlined in the CoI framework [Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. Elsevier Science]. However, five items display inadequate factor loadings below 0.5. In a cross-cultural comparison with [Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133–136] US study, distinct differences emerge. Notably, UK students exhibit higher mean scores for teaching, social, and cognitive presences compared to their US counterparts. In conclusion, it appears that cultures with high long-term orientation and low uncertainty avoidance could be more conducive to active engagement in the learning process and critical thinking, thus leading to high student perceptions of CoI. [ABSTRACT FROM AUTHOR]
Copyright of Accounting Education is the property of Taylor & Francis Ltd 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.)
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  Data: The purpose of this paper is to conduct a cross-cultural assessment of the Community of Inquiry (CoI) instrument [Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133–136], comparing its application between students in the UK and the US. Using data collected from 245 UK accounting students, exploratory factor analysis was performed to assess the factorial structure of the CoI instrument. The analysis identifies three factors, consistent with the three presences outlined in the CoI framework [Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. Elsevier Science]. However, five items display inadequate factor loadings below 0.5. In a cross-cultural comparison with [Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3-4), 133–136] US study, distinct differences emerge. Notably, UK students exhibit higher mean scores for teaching, social, and cognitive presences compared to their US counterparts. In conclusion, it appears that cultures with high long-term orientation and low uncertainty avoidance could be more conducive to active engagement in the learning process and critical thinking, thus leading to high student perceptions of CoI. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Accounting Education is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/09639284.2024.2303079
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        Text: English
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      – SubjectFull: Psychology of students
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      – SubjectFull: Exploratory factor analysis
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              Text: Apr2025
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