Recent Research on the Relationship Between the Community of Inquiry and Student Outcomes in Online Courses

• In Event: The Community of Inquiry Framework: 20 Years and Going Strong

Abstract

Theoretical Framework
The Community of Inquiry (CoI) framework (Garrison, Anderson, &Archer, 2000), is a process model explaining that deep and meaningful learning occurs with the interaction of three presences: social presence (SP), teaching presence (TP), and cognitive presence (CP). SP refers to the projection of oneself as a real person in online environments, CP describes the higher-order thinking process, and TP focuses on the facilitator role to promote the SP and CP in order to achieve the desired learning outcomes (Garrison et al., 2000). To the date, research has demonstrated that each of the three presences of the CoI framework can predict student’s satisfaction and perceived learning in online learning environments yet a comprehensive examination of the research base has not been undertaken. To this end, this proposal focuses on three meta-analyses examining the magnitude of the relationship between three presences and student outcomes (i.e., satisfaction, perceived learning).
Methods
A total of 61 studies focused on SP, TP, and/or CP included in the final pool. A random-effects model was used as theoretical approach for synthesis (Hedges & Vevea, 1998). Moderator analyses were performed to determine factors that could explain the variation of the effect sizes.
Results
For SP, the results showed a moderately strong positive average correlation between SP and satisfaction (r=0.56, k=26) and SP and perceived learning (r=0.51, k=26). The moderator analysis revealed that the strength of the relationship between (a) SP and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) SP and perceived learning was moderated by the course length, discipline area, and target audience of the course.
For TP, the results showed a moderately strong correlation between teaching presence and perceived learning (r= 0.602, k= 23) and TP and satisfaction (r= 0.59, k= 26). The moderator analysis revealed that the strength of the relationship between (a) TP and perceived learning was moderated by target audience of the course and course length; and (b) the relationship between TP and satisfaction was moderated by the course length, disciplinary area, and scale used to measure teaching presence.
For CP, the results showed a moderately large positive average correlation between CP and perceived learning (r=0.57, k=11) and CP and satisfaction (r=0.58, k=16). The moderator analysis revealed that the strength of the relationship between (a) CP and perceived learning was moderated by course length and type of scale used to measure CP; and (b) CP and satisfaction was moderated by discipline area.
Scholarly Significance
The three meta-analyses presented in this proposal showed that each presence contributes to the enhancement of student outcomes in online courses. In addition, the findings determined the conditions (e.g., measures of presence, academic discipline, course length, target audience), which may have an impact on all the relationships. These findings can further advance our understanding of what contributes to the quality of learning for students engaged in online learning through the lens of the CoI framework. Finally, these meta-analyses provided insights into the quality of reporting practices of research.

Authors

• Jennifer C. Richardson, Purdue University

• Secil Caskurlu, Florida State University

• Yukiko Maeda, Purdue University