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Subject matter effects and the community of inquiry framework: An exploratory study
KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
2009 (English)In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 13, no 1-2, 37-44 p.Article in journal (Refereed) Published
Abstract [en]

This paper integrates the emerging literatures of empirical research oil the Community of Inquiry (Col) framework and disciplinary effects in online teaching and learning by examining the disciplinary differences in perceptions of social, teaching, and cognitive presence of over 1500 students in seven disciplines at two U S institutions Our results found significant disciplinary differences, particularly regarding cognitive presence, in soft, applied disciplines relative to other disciplines. These initial results suggest the possibility that the Col framework play be more applicable to applied disciplines than pure disciplines Our findings suggest interesting opportunities for future researchers to consider how the individual elements of the Col framework may influence and be influenced by academic disciplines and how the framework play need to be refined or modified to explain effective course conduct in pure disciplines.

Place, publisher, year, edition, pages
2009. Vol. 13, no 1-2, 37-44 p.
Keyword [en]
Community of Inquiry, Disciplinary differences in teaching and learning, Online learning
National Category
Computer and Information Science
URN: urn:nbn:se:kth:diva-70246DOI: 10.1016/j.iheduc.2009.10.006ISI: 000275765500006OAI: diva2:486117
QC 20120131Available from: 2012-01-30 Created: 2012-01-30 Last updated: 2012-01-31Bibliographically approved

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Cleveland-Innes, Marta
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