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The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transactionÐcognitive presence, social(More)
This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of(More)
Liam Rourke is a doctoral student specializing in instructional technology in the University of Alberta's Department of Educational Psychology. His e-mail address is lrourke@ualberta.ca. Terry Anderson is a professor in the Faculty of Extension and Associate Director of the University of Alberta's Academic Technologies for Learning (ATL) unit. Terry has 15(More)
This paper discusses the potential and the methodological challenges of analyzing computer conference transcripts using quantitative content analysis. The paper is divided into six sections, which discuss: criteria for content analysis, research designs, types of content, units of analysis, ethical issues, and software to aid analysis. The discussion is(More)
The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience(More)
This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and(More)
This article examines work related to the development and validation of a measurement tool for the Community of Inquiry (CoI) framework in online settings. The framework consists of three elements: social presence, teaching presence and cognitive presence, each of which is integral to the instrument. The 34 item instrument, and thus framework, was tested(More)
This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning(More)
This study assessed the depth of online learning, with a focus on the nature of online interaction in four distance education course designs. The Study Process Questionnaire was used to measure the shift in stu-dents' approach to learning from the beginning to the end of the courses. Design had a significant impact on the nature of the interaction and(More)
The purpose of this paper is to demonstrate that asynchronous online learning can create a rich cognitive presence capable of supporting effective, higher-order learning. It begins by exploring the properties of asynchronous online learning and their link with the dimensions of higher-order learning. The dimensions of higher-order learning emerge from the(More)