Teaching Engineering Online: Examining Instructor Practices through the Community of Inquiry Framework
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| Title: | Teaching Engineering Online: Examining Instructor Practices through the Community of Inquiry Framework |
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| Language: | English |
| Authors: | Secil Akinci-Ceylan, Evrim Baran |
| Source: | Online Learning. 2026 30(1):78-113. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Web Based Instruction, Online Courses, Engineering Education, Teaching Methods, Communities of Practice, Educational Quality, Sense of Belonging, College Faculty, Curriculum Design, Teacher Student Relationship |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | A growing number of engineering instructors, previously accustomed to face-to-face teaching, have transitioned to online instruction, particularly after the pandemic. The teaching strategies used have become more critical in ensuring the design and delivery of quality online courses. Thus, there is a need to examine engineering instructors' approaches to designing and delivering quality online engineering courses to enhance online teaching. This study examined the online teaching practices of engineering instructors and whether and how cognitive, social, and teaching presence were integrated into their online learning environments. In this case study, the Community of Inquiry (CoI) framework was used to guide the research design. Semi-structured interviews were conducted with seven engineering instructors whose courses received Quality Matters (QM) certification across the United States. The findings revealed similarities and differences in how instructors teach online and establish teacher, cognitive, and social presence. Social presence, particularly group cohesion and affective expression emerged as an area that received comparatively less emphasis in the online teaching environment. While similarities exist across instructors, the limited emphasis on social presence suggests a need for further exploration and support in this aspect of online instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508017 |
| Database: | ERIC |
| Abstract: | A growing number of engineering instructors, previously accustomed to face-to-face teaching, have transitioned to online instruction, particularly after the pandemic. The teaching strategies used have become more critical in ensuring the design and delivery of quality online courses. Thus, there is a need to examine engineering instructors' approaches to designing and delivering quality online engineering courses to enhance online teaching. This study examined the online teaching practices of engineering instructors and whether and how cognitive, social, and teaching presence were integrated into their online learning environments. In this case study, the Community of Inquiry (CoI) framework was used to guide the research design. Semi-structured interviews were conducted with seven engineering instructors whose courses received Quality Matters (QM) certification across the United States. The findings revealed similarities and differences in how instructors teach online and establish teacher, cognitive, and social presence. Social presence, particularly group cohesion and affective expression emerged as an area that received comparatively less emphasis in the online teaching environment. While similarities exist across instructors, the limited emphasis on social presence suggests a need for further exploration and support in this aspect of online instruction. |
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| ISSN: | 2472-5749 2472-5730 |
