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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
Language: English
Authors: Jati Ariati (ORCID 0000-0003-3664-4097), Thomas Pham, Jane S. Vogler
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
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  Data: Constructivist Learning Environments: Validating the Community of Inquiry Survey for Face-to-Face Contexts
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  Data: <searchLink fieldCode="AR" term="%22Jati+Ariati%22">Jati Ariati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3664-4097">0000-0003-3664-4097</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+Pham%22">Thomas Pham</searchLink><br /><searchLink fieldCode="AR" term="%22Jane+S%2E+Vogler%22">Jane S. Vogler</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. 2025 26(1):41-57.
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  Data: 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
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  Data: 17
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  Data: 10.1177/14697874231183642
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  Data: 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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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Educational Environment
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