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Exploring communities of inquiry in Massive Open Online Courses. / Kovanović, Vitomir; Joksimović, Srećko; Poquet, Oleksandra; Hennis, Thieme; Čukić, Iva; de Vries, Pieter; Hatala, Marek; Dawson, Shane; Siemens, George; Gašević, Dragan.

In: Computers and Education, Vol. 119, 01.04.2018, p. 44-58.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Kovanović, V, Joksimović, S, Poquet, O, Hennis, T, Čukić, I, de Vries, P, Hatala, M, Dawson, S, Siemens, G & Gašević, D 2018, 'Exploring communities of inquiry in Massive Open Online Courses' Computers and Education, vol. 119, pp. 44-58. https://doi.org/10.1016/j.compedu.2017.11.010

APA

Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., ... Gašević, D. (2018). Exploring communities of inquiry in Massive Open Online Courses. Computers and Education, 119, 44-58. https://doi.org/10.1016/j.compedu.2017.11.010

Vancouver

Kovanović V, Joksimović S, Poquet O, Hennis T, Čukić I, de Vries P et al. Exploring communities of inquiry in Massive Open Online Courses. Computers and Education. 2018 Apr 1;119:44-58. https://doi.org/10.1016/j.compedu.2017.11.010

Author

Kovanović, Vitomir ; Joksimović, Srećko ; Poquet, Oleksandra ; Hennis, Thieme ; Čukić, Iva ; de Vries, Pieter ; Hatala, Marek ; Dawson, Shane ; Siemens, George ; Gašević, Dragan. / Exploring communities of inquiry in Massive Open Online Courses. In: Computers and Education. 2018 ; Vol. 119. pp. 44-58.

BibTeX

@article{1661fd8007e5462d9ad20f3e7b72e1a2,
title = "Exploring communities of inquiry in Massive Open Online Courses",
abstract = "This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison's three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.",
keywords = "Community of inquiry model, Exploratory factor analysis, Massive open online courses, Online learning",
author = "Vitomir Kovanović and Srećko Joksimović and Oleksandra Poquet and Thieme Hennis and Iva Čukić and {de Vries}, Pieter and Marek Hatala and Shane Dawson and George Siemens and Dragan Gašević",
year = "2018",
month = "4",
day = "1",
doi = "10.1016/j.compedu.2017.11.010",
language = "English",
volume = "119",
pages = "44--58",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Exploring communities of inquiry in Massive Open Online Courses

AU - Kovanović, Vitomir

AU - Joksimović, Srećko

AU - Poquet, Oleksandra

AU - Hennis, Thieme

AU - Čukić, Iva

AU - de Vries, Pieter

AU - Hatala, Marek

AU - Dawson, Shane

AU - Siemens, George

AU - Gašević, Dragan

PY - 2018/4/1

Y1 - 2018/4/1

N2 - This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison's three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.

AB - This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison's three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.

KW - Community of inquiry model

KW - Exploratory factor analysis

KW - Massive open online courses

KW - Online learning

UR - http://www.scopus.com/inward/record.url?scp=85039844887&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2017.11.010

DO - 10.1016/j.compedu.2017.11.010

M3 - Article

VL - 119

SP - 44

EP - 58

JO - Computers & Education

T2 - Computers & Education

JF - Computers & Education

SN - 0360-1315

ER -

ID: 46633010