Disciplinary Differences in a Community of Inquiry

• In Event: 25.066 - Learning Experiences, Community of Inquiry, and Online Learner Engagement

Abstract

The Community of Inquiry framework has been used in numerous studies with over 1800 citations to date (Google Scholar, January 2018). However, these studies generally involve looking at a single discipline and rarely examine disciplinary differences as a potential factor in student outcomes. To address the issue, this study examines the differences in students’ social, cognitive, and teaching presence and the effects of those presences on students’ learning outcomes according to academic disciplines.

Authors

• Jieun Lim, Daegu National University of Education

• Jennifer C. Richardson, Purdue University