Using the Community of Inquiry Model to Evaluate Online Courses in Teacher Education

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Bartruff, E. & Headley, S. (2009). Using the Community of Inquiry Model to Evaluate Online Courses in Teacher Education. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 795-800). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30700.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Elizabeth Bartruff, Corban College, USA; Scot Headley, George Fox University, USA

Abstract

This paper describes the findings of a study which examined the communication of the instructor and students in an online graduate education course at a small Christian college. The Community of Inquiry (COI) framework was used to code the various forms of communication that occurred in the course. Faith elements in the communication were also identified. At the conclusion of the course a survey was given to examine perceptions of participants regarding the COI elements. Findings indicate that social, cognitive, and teaching presences were represented extensively in the online communication and faith elements were intertwined within the various presences. The COI Framework is an effective lens for evaluating and guide for developing online instruction in teacher education. A comparison between individual instructor’s perceptions of community in online courses and community as described by COI show some differences between coding levels of each presence and the perceived levels expressed by participants.

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