On the Nth presence for the Community of Inquiry framework

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dc.authoridkozan, kadir/0000-0002-8241-5597|Caskurlu, Secil/0000-0001-8716-9586
dc.authorwosidkozan, kadir/HLW-0136-2023
dc.contributor.authorKozan, Kadir
dc.contributor.authorCaskurlu, Secil
dc.date.accessioned2024-07-18T20:42:31Z
dc.date.available2024-07-18T20:42:31Z
dc.date.issued2018
dc.departmentİstanbul Bilgi Üniversitesien_US
dc.description.abstractThe purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000, 2001, 2010) that has greatly influenced both research and practice in online education so far. To this end, the current review included peer-reviewed journal articles only by handling them both individually and determining their common theoretical and methodological aspects. The results revealed that previous research produced very significant insights into the revision of the framework by producing four new presence types and seven presence dimensions. However, there were some theoretical, methodological and empirical gaps that need to be addressed in the future. Specifically speaking, these gaps ranged from addressing certain educational contexts to focusing on statistical significance only in some of earlier research. Accordingly, all the findings led to the conclusion that addressing the existing gaps in further research would enrich our understanding of the Community of Inquiry framework thereby adding to the contributions of previous revision studies done on it and positively impacting online learning research and practice.en_US
dc.identifier.doi10.1016/j.compedu.2018.03.010
dc.identifier.endpage118en_US
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.scopus2-s2.0-85045041406en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage104en_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2018.03.010
dc.identifier.urihttps://hdl.handle.net/11411/7309
dc.identifier.volume122en_US
dc.identifier.wosWOS:000432512400010en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofComputers & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAdult Learningen_US
dc.subjectLearning Communitiesen_US
dc.subjectCooperative/Collaborative Learningen_US
dc.subjectDistance Education And Teleleamingen_US
dc.subjectComputer-Mediated Communicationen_US
dc.subjectDistributed Teaching Presenceen_US
dc.subjectInstructor Social Presenceen_US
dc.subjectLearning Presenceen_US
dc.subjectCognitive Presenceen_US
dc.subjectSelf-Regulationen_US
dc.subjectVideo Feedbacken_US
dc.subjectOnlineen_US
dc.subjectEducationen_US
dc.subjectValidityen_US
dc.titleOn the Nth presence for the Community of Inquiry frameworken_US
dc.typeArticleen_US

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