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Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study

Yıl 2017, Cilt: 8 Sayı: 2, 158 - 175, 17.04.2017

Mustafa Serkan Gunbatar Tolga Guyer

Öz

The purpose of this study, with reference to Community of Inquiry, is to evaluate the
comparative effectiveness of Learning activities based on Online Inquiry differentiating as
Open and Guided Inquiries. This study employs mixed research method and explanatory
design. The data were collected with the Community of Inquiry Index and the Student
Process Survey. According to the Community of Inquiry index results, scores of all guided
inquiry students in terms of the scale were higher at a statistically significant level than
those of open group. Similarly, regarding the subscales of community of inquiry index
teaching presence and cognitive presence factor scores were higher in favor of the guided
inquiry students. There is no significant difference between the social presence scores of
the groups. Obtained qualitative data also support this result. According to these findings,
we can arrive at the conclusion that, within the scope of Community of Inquiry, the students
in the guided inquiry group had a more efficient working process than the students in the
open inquiry group.

Anahtar Kelimeler

online learning inquiry-based learning community of inquiry model open inquiry guided inquiry

Kaynakça

  • Akyol, Z., et al. (2009). A Response to the review of the community of inquiry framework. Journal of Distance Education, 23(2), 123-136.
  • Altunsoy, S. (2008). Ortaöğretim biyoloji ogretiminde arastirmaya dayalı ogrenme yaklasiminin ogrencilerin bilimsel surec becerilerine, akademik basarilarina ve tutumlarina etkisi (Unpublished master's thesis). Secuk University, Konya.
  • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3), 133-136.
  • Arslan, A. (2007). Fen egitiminde araştirmaya dayali ogretim yonteminin kavramsal ogrenmeye etkisi (Unpublished master's thesis). Marmara University, Istanbul.
  • Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-237.
  • Buyukozturk, S. (2010). Sosyal bilimler icin veri analizi el kitabi (20 th ed.). Ankara:Pegem A.
  • Coll, C., Rochera, M.J. & Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64.
  • Caliskan, H. (2008). Ilkogretim 7. sinif sosyal bilgiler dersinde arastirmaya dayali ogrenme yaklasiminin derse yonelik tutuma, basariya ve kalicilik duzeyine etkisi (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Duban, N. (2008). Ilkogretim fen ve teknoloji dersinin sorgulamaya dayali ogrenme yaklasimina gore islenmesi: Bir eylem araştirmasi. (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Freankel, J.R. & Wallen, N. E. (2009). How to design and evaluate research in education. (7th. ed.). New York: McGraw-Hill.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks,11(1), 61-72.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87- 105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9.
  • Garrison, D. R. & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
  • Jansen, B. A. (2011). Inquiry Unpacked: An Introduction to Inquiry-Based Learning. Library Media Connection, 29(5), 10-12.
  • Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128.
  • Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89.
  • Kozan, K. (2016). The incremental predictive validity of teaching, cognitive and social presence on cognitive load. The Internet and Higher Education, 31, 11-19.
  • Kula, S.G. (2009). Arastirmaya dayali fen ogrenmenin ogrencilerin bilimsel surec becerileri, basarilari, kavram ogrenmeleri ve tutumlarina etkisi (Unpublished master's thesis). Marmara University, Istanbul.
  • Lim, B. R. (2001). Guidelines for designing inquiry-based learning on the Web: Online professional development of educators (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Lim, J. & Richardson, J. C. (2016). Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31-39.
  • Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34.
  • Morueta, R. T., López, P. M., Gómez, Á. H., & Harris, V. W. (2016). Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. The Internet and Higher Education, 31, 122-131.
  • Oliveira, I., Tinoca, L. & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57, 1348-1357.
  • Ozturk, E. (2012). Arastirma toplulugu olceginin Turkceye uyralanmasi: Geçerlik ve guvenirlik calismasi. Ilkogretim Online, 11(2), 408-422.
  • Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235-244.
  • Remesal, A. & Colomina, R. (2013). Social presence and online collaborative small group work: A socioconstructivist account. Computers & Education, 60, 357-367.
  • Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29, 75-90.
  • Shaw, R.S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196-207.
  • Shea, P. et al. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. The Internet and Higher Education, 13(1), 10-21.
  • Shea, P. & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59(2), 316-326.
  • Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the community of inquiry framework: An exploratory analysis. The Internet and Higher Education, 23, 9-17.
  • Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.
  • Tatar, N. (2006). Ilkogretim fen egitiminde arastirmaya dayali ogrenme yaklasiminin bilimsel surec becerilerine, akademik basariya ve tutuma etkisi. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Turel, Y. K. (2016). Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. The Internet and Higher Education, 31, 79-86.
  • Wisneski, J. E., Ozogul, G., & Bichelmeyer, B. A. (2015). Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence. The Internet and Higher Education, 25, 18-27.
  • Yang, J. C., Quadir, B., Chen, N. S., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11- 20.
  • Yang, S. H. (2016). Conceptualizing effective feedback practice through an online community of inquiry. Computers & Education, 94, 162-177.
  • Yurdakul, B. (2005). Yapılandırmacılık. In Ö. Dmirel (Ed.), Egitimde yeni yonelimler (pp. 38-66). Ankara: Pegem A.
  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181-196.
  • Zydney, J. M., deNoyelles, A., & Seo, K. K.-J. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87.

Yıl 2017, Cilt: 8 Sayı: 2, 158 - 175, 17.04.2017

Mustafa Serkan Gunbatar Tolga Guyer

Öz

Kaynakça

  • Akyol, Z., et al. (2009). A Response to the review of the community of inquiry framework. Journal of Distance Education, 23(2), 123-136.
  • Altunsoy, S. (2008). Ortaöğretim biyoloji ogretiminde arastirmaya dayalı ogrenme yaklasiminin ogrencilerin bilimsel surec becerilerine, akademik basarilarina ve tutumlarina etkisi (Unpublished master's thesis). Secuk University, Konya.
  • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3), 133-136.
  • Arslan, A. (2007). Fen egitiminde araştirmaya dayali ogretim yonteminin kavramsal ogrenmeye etkisi (Unpublished master's thesis). Marmara University, Istanbul.
  • Buyukozturk, S., Akgun, O. E., Ozkahveci, O., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-237.
  • Buyukozturk, S. (2010). Sosyal bilimler icin veri analizi el kitabi (20 th ed.). Ankara:Pegem A.
  • Coll, C., Rochera, M.J. & Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64.
  • Caliskan, H. (2008). Ilkogretim 7. sinif sosyal bilgiler dersinde arastirmaya dayali ogrenme yaklasiminin derse yonelik tutuma, basariya ve kalicilik duzeyine etkisi (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Duban, N. (2008). Ilkogretim fen ve teknoloji dersinin sorgulamaya dayali ogrenme yaklasimina gore islenmesi: Bir eylem araştirmasi. (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Freankel, J.R. & Wallen, N. E. (2009). How to design and evaluate research in education. (7th. ed.). New York: McGraw-Hill.
  • Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks,11(1), 61-72.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87- 105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1), 5-9.
  • Garrison, D. R. & Akyol, Z. (2015). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 24, 66-71.
  • Jansen, B. A. (2011). Inquiry Unpacked: An Introduction to Inquiry-Based Learning. Library Media Connection, 29(5), 10-12.
  • Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128.
  • Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions. The Internet and Higher Education, 27, 74-89.
  • Kozan, K. (2016). The incremental predictive validity of teaching, cognitive and social presence on cognitive load. The Internet and Higher Education, 31, 11-19.
  • Kula, S.G. (2009). Arastirmaya dayali fen ogrenmenin ogrencilerin bilimsel surec becerileri, basarilari, kavram ogrenmeleri ve tutumlarina etkisi (Unpublished master's thesis). Marmara University, Istanbul.
  • Lim, B. R. (2001). Guidelines for designing inquiry-based learning on the Web: Online professional development of educators (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Lim, J. & Richardson, J. C. (2016). Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31-39.
  • Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34.
  • Morueta, R. T., López, P. M., Gómez, Á. H., & Harris, V. W. (2016). Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. The Internet and Higher Education, 31, 122-131.
  • Oliveira, I., Tinoca, L. & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57, 1348-1357.
  • Ozturk, E. (2012). Arastirma toplulugu olceginin Turkceye uyralanmasi: Geçerlik ve guvenirlik calismasi. Ilkogretim Online, 11(2), 408-422.
  • Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40(4), 235-244.
  • Remesal, A. & Colomina, R. (2013). Social presence and online collaborative small group work: A socioconstructivist account. Computers & Education, 60, 357-367.
  • Scott, K. S., Sorokti, K. H., & Merrell, J. D. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29, 75-90.
  • Shaw, R.S. (2013). The relationships among group size, participation, and performance of programming language learning supported with online forums. Computers & Education, 62, 196-207.
  • Shea, P. et al. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. The Internet and Higher Education, 13(1), 10-21.
  • Shea, P. & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59(2), 316-326.
  • Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the community of inquiry framework: An exploratory analysis. The Internet and Higher Education, 23, 9-17.
  • Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.
  • Tatar, N. (2006). Ilkogretim fen egitiminde arastirmaya dayali ogrenme yaklasiminin bilimsel surec becerilerine, akademik basariya ve tutuma etkisi. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Turel, Y. K. (2016). Relationships between students' perceived team learning experiences, team performances, and social abilities in a blended course setting. The Internet and Higher Education, 31, 79-86.
  • Wisneski, J. E., Ozogul, G., & Bichelmeyer, B. A. (2015). Does teaching presence transfer between MBA teaching environments? A comparative investigation of instructional design practices associated with teaching presence. The Internet and Higher Education, 25, 18-27.
  • Yang, J. C., Quadir, B., Chen, N. S., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11- 20.
  • Yang, S. H. (2016). Conceptualizing effective feedback practice through an online community of inquiry. Computers & Education, 94, 162-177.
  • Yurdakul, B. (2005). Yapılandırmacılık. In Ö. Dmirel (Ed.), Egitimde yeni yonelimler (pp. 38-66). Ankara: Pegem A.
  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181-196.
  • Zydney, J. M., deNoyelles, A., & Seo, K. K.-J. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Mustafa Serkan Gunbatar

Tolga Guyer Bu kişi benim

Yayımlanma Tarihi 17 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 8 Sayı: 2

Kaynak Göster

APA Gunbatar, M. S., & Guyer, T. (2017). Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study. Contemporary Educational Technology, 8(2), 158-175.
AMA Gunbatar MS, Guyer T. Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study. Contemporary Educational Technology. Nisan 2017;8(2):158-175.
Chicago Gunbatar, Mustafa Serkan, ve Tolga Guyer. “Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study”. Contemporary Educational Technology 8, sy. 2 (Nisan 2017): 158-75.
EndNote Gunbatar MS, Guyer T (01 Nisan 2017) Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study. Contemporary Educational Technology 8 2 158–175.
IEEE M. S. Gunbatar ve T. Guyer, “Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study”, Contemporary Educational Technology, c. 8, sy. 2, ss. 158–175, 2017.
ISNAD Gunbatar, Mustafa Serkan - Guyer, Tolga. “Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study”. Contemporary Educational Technology 8/2 (Nisan 2017), 158-175.
JAMA Gunbatar MS, Guyer T. Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study. Contemporary Educational Technology. 2017;8:158–175.
MLA Gunbatar, Mustafa Serkan ve Tolga Guyer. “Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study”. Contemporary Educational Technology, c. 8, sy. 2, 2017, ss. 158-75.
Vancouver Gunbatar MS, Guyer T. Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study. Contemporary Educational Technology. 2017;8(2):158-75.