The problem addressed through this study was that the major components of the Community of Inquiry framework (CoI) that comprise a meaningful online learning experience—including the original constructs of teaching presence, cognitive presence, and social presence—are still ill-defined. The purpose of this study was to discover how college students experience teaching presence, cognitive presence, and social presence in online courses. The theoretical framework for the study was the CoI. A hermeneutic phenomenological design was used to address three research questions focused on the perceptions and lived experiences of college students related to teaching presence, cognitive presence, and social presence in online courses. Ten college students of varying gender, nationality, and levels of education participated in semi-structured interviews. A modified version of Vagle’s whole-part-whole analytic process was used to analyze data. The findings included five major themes: (a) teaching presence is “being seen” by the instructor, (b) teaching presence emerges when expectations are made clear, (c) cognitive presence is achieved through self-discipline and reflection, (d) cognitive presence is enhanced by real world connections, and (e) social presence is achieved through sustained discussion and personal revelation. The implications of this study were that meaningful online learning is a matter of “perceptions of reality”—the combination of an instructor’s ability to make students feel seen while establishing clear expectations for the course, a student’s ability to be self-disciplined and adopt a reflective attitude about real world problems and solutions, and a group’s ability to sustain discussion and be open and honest about themselves and their ideas. Based on the results of this study, recommendations for practice include designing courses that make students feel seen by the instructor, that feature engaging and real world content, and that provide opportunities for sustained discussion and personal communication. Recommendations for future research include more phenomenological studies of the CoI, a focus on graduate student experiences of the community of inquiry presences, and mixed methods studies on the CoI that supplement qualitative findings with quantitative data.
|Commitee:||Shaw, Melanie, Vance, Joanna|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Higher education|
|Keywords:||Cognitive presence, Community of inquiry framework, Higher education, Meaningful online learning, Social presence, Teaching presence|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be