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Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education

Shea, Peter, Bidjerano, Temi·2009·Computers & Education

DOI 10.1016/j.compedu.2008.10.007

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Authors: Shea, P., & Bidjerano, T.
Affiliations: State University of New York (US)
Furman University (US)
Corresponding author: Shea, Peter
ORCID: Shea, Peter
Bidjerano, Temi
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2009-04
Volume: 52
Issue: 3
Pages: 543-553
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2008.10.007
OpenAlex: W2137112538
Cited by: 641
References: 49
Citations by year: 2026: 24 · 2025: 19 · 2024: 44 · 2023: 53 · 2022: 70 · 2021: 46 · 2020: 41 · 2019: 34 · 2018: 33 · 2017: 30 · 2016: 55 · 2015: 39 · 2014: 32 · 2013: 27 · 2012: 35
FWCI: 85.42
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Topics: Social Sciences › Education › Online and Blended Learning
Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: community of inquiry, cognitive presence, social presence, teaching presence, epistemic engagement, online learning, technology-mediated education, online instructors, scale validation, faculty development, distance education

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Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education

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