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

Cited by (648)

Items 101–200 of 648

1. Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment
   Hsin‐Yi Chang, Ying‐Shao Hsu, Hsin‐Kai Wu, Chin‐Chung Tsai · 2018 · International Journal of Science Education
2. A collaborative, design-based approach to improving an online program
   Karen P. Swan, Scott L. Day, Leonard Bogle, Daniel B. Matthews · 2013 · The Internet and Higher Education
3. The community of inquiry instrument: Validation and results in online health care disciplines
   S. Carlon, Deb Bennett-Woods, B. Berg, Lora Claywell, Karen LeDuc, Nicole A. Marcisz, Margaret Mulhall, T. Noteboom, Traci R. Snedden, K. Whalen et al. · 2012 · Computers & Education
4. What if online students take on the responsibility: Students’ cognitive presence and peer facilitation techniques
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5. Roles and student identities in online large course forums: Implications for practice
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6. Enhancing student knowledge acquisition from online learning conversations
   Evren Eryilmaz, Jakko van der Pol, Terry Ryan, Philip Martin Clark, J Mary · 2013 · International Journal of Computer-Supported Collaborative Learning
7. New exploratory and confirmatory factor analysis insights into the community of inquiry survey
   Kadir Kozan, Jennifer C Richardson · 2014 · The Internet and Higher Education
8. Innovative Learning Environments in STEM Higher Education
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9. MOOC-BERT: Automatically Identifying Learner Cognitive Presence From MOOC Discussion Data
   Zhi Liu, Xi Kong, Hao Chen, Sannyuya Liu, Zongkai Yang · 2023 · IEEE Transactions on Learning Technologies
10. Presence and learning in a community of inquiry
    Jennifer Maddrell, Gary R. Morrison, Ginger S. Watson · 2017 · Distance Education
11. Online Learning Engagement: Critical Factors and Research Evidence from Literature.
    Dong Yang, Jari Lavonen, Hannele Niemi · 2018
12. Synchronous video-based communication and online learning: an exploration of instructors’ perceptions and experiences
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13. Investigating the reliability and validity of the community of inquiry framework: An analysis of categories within each presence
    Géraldine Heilporn, Sawsen Lakhal · 2019 · Computers & Education
14. Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges
    Muhammad Kamarul Kabilan, Nagaletchimee Annamalai · 2022 · Studies In Educational Evaluation
15. Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context
    Zhiqiang Ma, Jing Wang, Qiyun Wang, Lili Kong, Yajie Wu, Hao Yang · 2017 · The International Review of Research in Open and Distributed Learning
16. Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses
    Amy E. Traver, Edward Volchok, Temi Bidjerano, Peter Shea · 2013 · The Internet and Higher Education
17. A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years
    Zhonggen Yu, Ming Li · 2022 · Education and Information Technologies
18. Re-examining the Construct Validity and Causal Relationships of Teaching, Cognitive and Social Presence in Community of Inquiry Framework
    Patrick Dempsey, Jie Zhang · 2019 · Online Learning
19. Conceptualizing effective feedback practice through an online community of inquiry
    Shih-Hsien Yang · 2015 · Computers & Education
20. Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment
    Hsin‐Yi Chang, Jyh‐Chong Liang, Chin‐Chung Tsai · 2020 · Journal of Science Education and Technology
21. The importance of educational theories for facilitating learning when using technology in medical education
    John Edward Sandars, Rakesh Manilal Patel, Poh Sun Goh, Patricia K. Kokatailo, Natalie Lafferty · 2015 · Medical Teacher
22. Humanoid robot-empowered language learning based on self-determination theory
    Ka Yan Fung, Lik‐Hang Lee, Kuen Fung Sin, Shenghui Song, Huamin Qu · 2024 · Education and Information Technologies
23. Using the Community of Inquiry Framework to Understand Students’ Learning Experience in Online Undergraduate Business Courses
    Jinhee Choo, Nesrin Bakir, Norma I. Scagnoli, Boreum Ju, Xiaoping Tong · 2019 · TechTrends
24. Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: a structural equation model analysis
    Chiu‐Lin Lai, Gwo‐Jen Hwang, Jyh‐Chong Liang, Chin‐Chung Tsai · 2016 · Educational Technology Research and Development
25. The role of teaching presence and student participation in Spanish blended courses
    Fernando Rubio, Jonathan M. Thomas, Qin Li · 2017 · Computer Assisted Language Learning
26. COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students
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27. The relationship between academic discipline and dialogic behavior in open university course forums
    Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau, Asmahan Mansur · 2010 · The International Review of Research in Open and Distributed Learning
28. A Comparative Structural Equation Modeling Investigation of the Relationships among Teaching, Cognitive and Social Presence
    Kadir Kozan · 2016 · Online Learning
29. Fostering Teacher Educators’ Professional Development on Practice-Based Research Through Communities of Inquiry
    T. Martijn Willemse, Fer Boei, Marieke Pillen · 2015 · Vocations and Learning
30. Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study
    Jane Elizabeth Mills, Karen Yates, Helena Harrison, Cindy Woods, Jennifer Chamberlain‐Salaun, Scott W. T. Trueman, Marnie Hitchins · 2016 · Nurse Education Today
31. Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19
    Min Young Doo, Curtis Jay Bonk, Heeok Heo · 2023 · Educational Technology Research and Development
32. Using the Community of Inquiry Framework to Scaffold Online Tutoring
    Xiaoying Feng, Jingjing Xie, Yue Liu · 2017 · The International Review of Research in Open and Distributed Learning
33. An exploratory study of students’ perceptions of learning management system utilisation and learning community
    Hungwei Tseng · 2020 · Research in Learning Technology
34. Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
    Jered Borup · 2016 · The International Review of Research in Open and Distributed Learning
35. Towards a framework for an institution-wide quantitative assessment of teachers' online participation in blended learning implementation
    Xibin Han, Yu-Ping Wang, Lin Jiang · 2019 · The Internet and Higher Education
36. Mind the gap: Enabling online faculty and instructional designers in mapping new models for quality online courses
    Grazia Scoppio, Ilka Luyt · 2015 · Education and Information Technologies
37. Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations
    Fatemeh Nami, Seyyedeh Susan Marandi, Elaheh Sotoudehnama · 2018 · ReCALL
38. Revalidate Forms of Presence in Training Effectiveness
    Shinyi Lin, Tze-Chien Hung, Chia-Tsung Lee · 2015 · Journal of Educational Computing Research
39. Using VoiceThread as a discussion platform to enhance student engagement in a hospitality management online course
    Cynthia Mejia · 2019 · Journal of Hospitality Leisure Sport & Tourism Education
40. Instructor Social Presence within the Community of Inquiry Framework and Its Impact on Classroom Community and the Learning Environment.
    Herbert Pollard, Maria A. Minor, Andree Swanson · 2014
41. Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey
    Yusuf Ziya Olpak, Ebru Kılıç Çakmak · 2018 · Online Learning
42. The Community of Inquiry Survey: An Assessment Instrument for Online Writing Courses
    Mary K. Stewart · 2019 · Computers & composition/Computers and composition
43. From Presences to Linked Influences Within Communities of Inquiry
    Susi Peacock, John Cowan · 2016 · The International Review of Research in Open and Distributed Learning
44. Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens
    Jieun Lim, Jennifer C Richardson · 2022 · Computers & Education
45. The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country
    John K. E. Edumadze, Desmond Wesley Govender · 2024 · Smart Learning Environments
46. Factors underlying the perceived importance of online student engagement strategies
    Doris U. Bolliger, Florence Martin · 2020 · Journal of Applied Research in Higher Education
47. Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments
    Jeonghyun Lee, Farahnaz Soleimani, India Irish, John Hosmer, Meryem Yılmaz Soylu, Roy Finkelberg, Saurabh Chatterjee · 2022 · Online Learning
48. The applicability of community of inquiry framework to online nursing education: A cross-sectional study
    Omar Ghaleb Smadi, Steve Parker, David Michael Gillham, Amanda Müller · 2018 · Nurse Education in Practice
49. Peer feedback in a large undergraduate blended course: Perceptions of value and learning
    Ertmer, Peggy A., Richardson, Jennifer C., Lehman, James D., Newby, Timothy J., Cheng, XI (Carol), Mong, Christopher, Sadaf, Ayesha · 2010 · Journal of Educational Computing Research
50. Análisis del proceso metodológico en programas de educación superior en modalidad virtual
    Paula Andrea Díaz Guillen, Yamilhet Andrade Arango, Ana María Hincapié Zuleta, Adriana Patricia Uribe Urán · 2021 · Revista de Educación a Distancia (RED)
51. Distributed Teaching Presence and communicative patterns in asynchronous learning: Name versus reply networks
    Anna Engel, César Coll Salvador, Alfonso Bustos · 2012 · Computers & Education
52. The incremental predictive validity of teaching, cognitive and social presence on cognitive load
    Kadir Kozan · 2016 · The Internet and Higher Education
53. The Challenges Faced in Technology-Driven Classes During COVID-19
    Sangeeta Sharma, Arpan Bumb · 2020 · International Journal of Distance Education Technologies
54. An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses
    Philip Ice, Angela M. Gibson, Wally Boston, Dave Becher · 2011 · Online Learning
55. An examination of interactions in a three-dimensional virtual world
    Rabia Meryem Yılmaz, Özlem Baydaş, Türkan Karakuş Yılmaz, Yüksel Göktaş · 2015 · Computers & Education
56. The Community of Inquiry framework meets the SOLO taxonomy: a process‐product model of online learning
    Peter Shea, Mary Gozza‐Cohen, Sedef Uzuner Smith, Ruchi Mehta, Anna Valtcheva, Suzanne Hayes, Jason C. Vickers · 2011 · Educational Media International
57. Deconstructing Engagement
    Nicola Whitton, Alex Moseley · 2014 · Simulation & Gaming
58. Higher education students’ learning perception in the blended learning community of inquiry
    Ghada ElSayad · 2023 · Journal of Computers in Education
59. Social presence – connecting pre-service teachers as learners using a blended learning model
    Rosemarie Garner, Elizabeth Rouse · 2016 · Student Success
60. Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers
    Mdutshekelwa Ndlovu, Ingrid Mostert · 2017 · Africa Education Review
61. Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses
    Jui-Long Hung, Steven M. Crooks · 2009 · Journal of Educational Computing Research
62. Flipped interpreting classroom: flipping approaches, student perceptions and design considerations
    Dohun Kim · 2016 · The Interpreter and Translator Trainer · Retracted
63. Facebook in the University Classroom: Do Students Perceive that it Enhances Community of Practice and Sense of Community?
    Doris G. Duncan, Casimir Barczyk · 2013
64. “Are you there?”: Teaching presence and interaction in large online literature classes
    Fang Li · 2022 · Asian-Pacific Journal of Second and Foreign Language Education
65. Exploring the Influence of Using Collaborative Tools on the Community of Inquiry in an Interdisciplinary Project-Based Learning Context
    Ya-Ming Shiue, Yu-Chiung Hsu · 2017 · Eurasia Journal of Mathematics Science and Technology Education
66. Innovative Uses of Technology in Online Midwifery Education
    Megan W. Arbour, Cynthia F. Nypaver, Judith C. Wika · 2015 · Journal of Midwifery & Women s Health
67. Social Construction of Knowledge and the Community of Inquiry Framework
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68. Teaching presence in students’ WhatsApp groups: Affordances for language learning
    Bakhtiar Naghdipour, Stefania Manca · 2022 · E-Learning and Digital Media
69. Professional Development for Teachers in the Digital Age: A Comparative Analysis of Online Training Programs and Policy Implementation
    Yuanhai Gu, Jun Yi Derek He, Wenjuan Huang, Bo Sun · 2025 · Behavioral Sciences
70. Tele-proximity: Tele-community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
    Chryssa Themeli, Anna Bougia · 2016 · The International Review of Research in Open and Distributed Learning
71. Group trust, communication media, and interactivity: toward an integrated model of online collaborative learning
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72. Relationships Between Carl Rogers’ Person-Centered Education and the Community of Inquiry Framework: A Preliminary Exploration
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73. State of the Science of Nursing Presence Revisited: Knowledge for Preserving Nursing Presence Capability
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74. Developing a Performance Evaluation Framework Structural Model for Educational Metaverse
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75. Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-based Argumentation Activity
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76. MEASURING THE COMMUNITY IN ONLINE CLASSES
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77. Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition
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78. The Effects of Instructor Control on Critical Thinking and Social Presence: Variations Within Three Online Asynchronous Learning Environments
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79. How Do You Build Community and Foster Engagement in Online Courses?
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80. Using the Community of Inquiry Model to Investigate Students' Knowledge Construction in Asynchronous Online Discussions
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81. An extended community of inquiry framework supporting students in online and digital education
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82. Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training.
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83. Case study of creativity in asynchronous online discussions
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84. Personalizing Online Educational Tools
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85. The impact of teaching presence on students’ online learning experience: evidence from 334 Chinese universities during the pandemic
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86. An empirical study on the online learning experience of MOOCs: Indian students’ perspective
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87. Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway
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88. Teaching and cognitive presences: The mediating effect of social presence in a developing world context
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89. Educational Psychology and the Internet
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90. Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning
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91. Exploring engagement of users of Global Englishes in a community of inquiry
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92. A Comparison of Cognitive Presence, Learning, Satisfaction, and Academic Performance in Case-Based and Non-Case-Based Online Discussions
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93. Effects of interactive-mobile learning modules in students’ engagement and understanding in genetics
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94. The role of learners’ epistemic beliefs in an online Community of Inquiry
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95. The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences
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96. An Evaluation of Low Versus High-Collaboration in Online Learning
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97. The Role of Positive Psychological States in Online Learning
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98. Interaction in Online Learning Environments
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99. Translating the learning sciences into practice: A primer for clinical and translational educators
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100. Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community
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