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The Community of Inquiry Framework in Practice: A Case of Chinese Online Education Context

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Title: The Community of Inquiry Framework in Practice: A Case of Chinese Online Education Context
Language: English
Authors: Ayse Taskiran (ORCID 0000-0003-1913-7296)
Source: Asian Journal of Distance Education. 2023 18(2):146-158.
Availability: Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Online Courses, Inquiry, COVID-19, Pandemics, Telecommunications, Interaction, Foreign Countries, English (Second Language), Writing (Composition), Speech Skills, Asynchronous Communication, Synchronous Communication, Learning Management Systems, Instructional Effectiveness, Cultural Influences, Educational Technology, Technology Uses in Education, Higher Education
Geographic Terms: China
ISSN: 1347-9008
Abstract: This study describes how online courses were designed and delivered based on the Community of Inquiry (CoI) framework and how this influenced the online interaction in a Sino-American university in Wenzhou, China during the pandemic. The courses were English composition and Academic oral discourse, and Canvas was used as the learning management system for both synchronous and asynchronous modes. The first phase of the study was to create the online instructional design following the CoI principles to enhance interaction and applying the courses. The second phase was to examine the aspects of interaction related to the CoI framework at the end of the courses. The CoI Scale was used to measure the dimensions of the framework among the students who took the courses at the end of the 2022 fall semester. Descriptive analyses indicated that teaching, cognitive, and social presence constructs all had high scores. There was no significant difference between any of the constructs. The findings were discussed in relation to effective online instructional design and online education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1410088
Database: ERIC
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  Data: The Community of Inquiry Framework in Practice: A Case of Chinese Online Education Context
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  Data: <searchLink fieldCode="AR" term="%22Ayse+Taskiran%22">Ayse Taskiran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1913-7296">0000-0003-1913-7296</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Distance+Education%22"><i>Asian Journal of Distance Education</i></searchLink>. 2023 18(2):146-158.
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  Data: Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1347-9008
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  Data: This study describes how online courses were designed and delivered based on the Community of Inquiry (CoI) framework and how this influenced the online interaction in a Sino-American university in Wenzhou, China during the pandemic. The courses were English composition and Academic oral discourse, and Canvas was used as the learning management system for both synchronous and asynchronous modes. The first phase of the study was to create the online instructional design following the CoI principles to enhance interaction and applying the courses. The second phase was to examine the aspects of interaction related to the CoI framework at the end of the courses. The CoI Scale was used to measure the dimensions of the framework among the students who took the courses at the end of the 2022 fall semester. Descriptive analyses indicated that teaching, cognitive, and social presence constructs all had high scores. There was no significant difference between any of the constructs. The findings were discussed in relation to effective online instructional design and online education.
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  Data: 2024
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  Data: EJ1410088
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    Languages:
      – Text: English
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        PageCount: 13
        StartPage: 146
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Interaction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Speech Skills
        Type: general
      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Higher Education
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      – SubjectFull: China
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