Constructivist Learning Environments: Validating the Community of Inquiry Survey for Face-to-Face Contexts
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| Title: | Constructivist Learning Environments: Validating the Community of Inquiry Survey for Face-to-Face Contexts |
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| Language: | English |
| Authors: | Jati Ariati (ORCID |
| Source: | Active Learning in Higher Education. 2025 26(1):41-57. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Constructivism (Learning), Educational Environment, In Person Learning, Context Effect, Inquiry, Communities of Practice, Undergraduate Students, Teacher Attendance, Student Attitudes, Cooperative Learning, Teamwork, Intermode Differences, Cognitive Processes, Interpersonal Relationship |
| DOI: | 10.1177/14697874231183642 |
| ISSN: | 1469-7874 1741-2625 |
| Abstract: | Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students' perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates (n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465212 |
| Database: | ERIC |
| Abstract: | Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students' perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates (n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included. |
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| ISSN: | 1469-7874 1741-2625 |
| DOI: | 10.1177/14697874231183642 |
