Evaluating Community of Inquiry's effectiveness in online Science Instruction
Main Article Content
Keywords
Community of inquiry, effect size, online Science instruction
Abstract
The Community of Inquiry (CoI) framework has emerged as a pivotal model for online science instruction during the global shift to remote learning from 2020–2022. This meta-analysis evaluated its impact on academic achievement and students' behavior by systematically examining published articles (N=798) using Harzing's Publish or Perish© adhering to PRISMA© protocol. Effect sizes were calculated through Hedges' g and Random Effects Models, with heterogeneity evaluated using τ² and Q-statistics. The findings revealed a significant pooled random effect size (ES = 1.188, p < .0001), demonstrating a significant effect on academic achievement (ES = 2.026, p = .097) and a medium effect on students' behavior (ES = .611, p = .0001). CoI demonstrated significant potential in fostering meaningful academic and behavioral improvements in online learning, highlighting the need for targeted strategies to optimize its benefits and further explore its varied impact across diverse educational contexts.
References
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2), 1-17. https://auspace.athabascau.ca/bitstream/handle/2149/725/assess?sequence=1
Aguinis, H., Boik, R. J., & Pierce, C. A. (2001). A generalized solution for approximating the power to detect effects of categorical moderator variables using multiple regression. Organizational Research Methods, 4(4), 291-323. https://doi.org/10.1177/109442810144001
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. https://doi.org/10.1016/j.iheduc.2008.06.003
Barlow, A., Brown, S., & Lutz, B. (2020). Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses. International Journal of STEM Education, 7, Article 22. https://doi.org/10.1186/s40594-020-00220-9
Bergh, D. D., Aguinis, H., Heavey, C., Ketchen, D. J., Boyd, B. K., Su, P., Lau,C. L. L., & Joo, H. (2016). Using meta-analytic structural equation modeling to advance strategic management research: Guidelines and an empirical illustration via the strategic leadership-performance relationship. Strategic Management Journal, 37(3), 477-497. https://doi.org/10.1002/smj.2338
Briones, M. R., Prudente, M., & Errabo, D. D. (2023). Characteristics of Filipino online learners: A survey of science education students' engagement, self-regulation, and self-efficacy. Education Sciences, 13(11), Article 1131. https://doi.org/10.3390/educsci13111131
Coates, H. (2007). A model of online and general campus-based student engagement. Assessment & Evaluation in Higher Education, 32(2), 121-141. https://doi.org/10.1080/02602930600801878
Dizon, R. J. J., & Errabo, D. D. R. (2022). Compensating learning losses in online learning: Teachers and students' performance in virtual classrooms. In Proceedings of the 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E '22) (pp. 90-96). Association for Computing Machinery. https://doi.org/10.1145/3514262.3514317
Dunlap, J., & Lowenthal, P. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-135. http://jise.org/Volume20/n2/JISEv20n2p129.pdf
Dy, E. H. L., Tan, A. J., & Errabo, D. D. (2021). Students' perceptions and anxieties towards e-assessment: Implications for online classroom delivery. In 2021 IEEE International Conference on Educational Technology (ICET) (pp. 191-195). IEEE. https://doi.org/10.1109/ICET52293.2021.9563138
ElSayad, G. (2023). Can learning presence be the fourth community of inquiry presence? Examining the extended community of the inquiry framework in blended learning using confirmatory factor analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11480-z
Errabo, D. D., Berdan, M. C., Galapon, G. C., Bautista, R. P., & Arevalo, I. J. (2021). Impact of 7E inquiry segments in a mixed online learning environment. In 2021 3rd International Conference on Modern Educational Technology (ICMET 2021) (pp. 136-141). Association for Computing Machinery. https://doi.org/10.1145/3468978.3469001
Errabo, D. D., Dela Rosa, A., & Gonzales, L. J. M. (2024). Optimizing differentiated podcasts to promote students' self-regulation and engagement, self-efficacy, and performance in asynchronous learning. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-02-2024-0039
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Garrison, D. R. (2013). Theoretical foundations and epistemological insights of the community of inquiry. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 1-11). IGI Global. https://doi.org/10.4018/978-14666-2110-7.ch001
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/s1096-7516(00)00016-6
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., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge. https://doi.org/10.4324/9781315740751
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive, and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2 ), 3136. https://doi.org/10.1016/j.iheduc.2009.10.002
Gurevitch, J., Koricheva, J., & Nakagawa, S. (2018). Meta-analysis and the science of research synthesis. Nature, 555(7695), 175-182. https://doi.org/10.1038/nature25753
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education. https://doi.org/10.3389/feduc.2022.851019
Hosler, K. A., & Arend, B. D. (2013). Strategies and principles to develop cognitive presence in online discussions. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 148-167). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch009
Kim, G., & Gurvitch, R. (2020). Online education research adopting the community of inquiry framework: A systematic review. Quest, 72(4), 395-409. https://doi.org/10.1080/00336297.2020.1761843
Kreijns, K., Xu, K., & Weidlich, J. (2022). Social presence: Conceptualization and measurement. Educational Psychology Review, 34(1), 139-170. https://doi.org/10.1007/s10648-021-09623-8
Kulinskaya, E., & Hoaglin, D. C. (2023). On the Q statistic with constant weights in metaanalysis of binary outcomes. BMC Medical Research Methodology, 23(1), Article 146. https://doi.org/10.1186/s12874-023 01939-z
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 863. https://doi.org/10.3389/fpsyg.2013.00863
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environmental factors in an extended community of inquiry e-learning model. Asia Pacific Journal of Education, 41(1), 1-15. https://doi.org/10.1080/02188791.2020.1758032
Ling, L. (2022). Teaching presence predicts cognitive presence in blended learning during COVID-19: The mediating chain role of social presence and sense of community. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.950687
Noor, U., Younas, M., Saleh Aldayel, H., Menhas, R., & Qingyu, X. (2022). Learning behavior, digital platforms for learning, and their impact on university students' motivations and knowledge development. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.933974
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. John Wiley & Sons.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70. http://auspace.athabascau.ca/bitstream/2149/732/1/Assessing%20Socil%20Presence%20In%20Asynchronous%20Textbased%20Computer%20Conferencing.pdf
Rovai, A. P. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5(3), 197-211. https://doi.org/10.1016/s1096-7516(02)00102-1
Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-190. https://doi.org/10.1016/j.iheduc.2006.06.005
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the Community of Inquiry framework for online learning. Educational Psychologist, 57(3), 148-161. https://doi.org/10.1080/00461520.2022.2089 989
Shea, P., Hayes, S. K., Uzuner-Smith, S., Vickers, J., Bidjerano, T., Pickett, A., Gozza Cohen, M., Wilde, J., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. Internet and Higher Education, 15, 89-95. https://doi.org/10.24059/olj.v9i3.1788
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. https://doi.org/10.28945/3502
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136. https://doi.org/10.24059/olj.v9i3.1788
Tolu, A. T., & Evans, L. S. (2013). From distance education to communities of inquiry: A review of historical developments. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 45-65). IGI Global. https://doi.org/10.4018/978-1-46662110-7.ch004
Vaughan, N. D. (2004). Technology in support of faculty learning communities. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities: New directions for teaching and learning (pp. 101-109). Jossey-Bass. https://doi.org/10.1002/tl.137
Wang, Y. (2022). Effects of teaching presence on learning engagement in online courses. Distance Education, 43(1), 139-156. https://doi.org/10.1080/01587919.2022.2029350
Weidlich, J., Göksün, D. O., & Kreijns, K. (2022). Extending social presence theory: Social presence divergence and interaction integration in online distance learning. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-022-09325-2
Yu, Z., & Li, M. (2022). A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years. Education and Information Technologies, 27, 11669-11688. https://doi.org/10.1007/s10639-022-11081-w
Yan, Y., Vyas, L., Wu, A. M., & Rawat, S. (2022). Effective online education under COVID-19: Perspectives from teachers and students. Journal of Public Affairs Education, 28(4), 422-439. https://doi.org/10.1080/15236803.2022.2110749
Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887–900. https://doi.org/10.1177/0735633116648171
Zhao, H., Sullivan, K. P. H., & Mellenius, I. (2014). Participation, interaction, and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807–819. https://doi.org/10.1111/bjet.12094
Aguinis, H., Boik, R. J., & Pierce, C. A. (2001). A generalized solution for approximating the power to detect effects of categorical moderator variables using multiple regression. Organizational Research Methods, 4(4), 291-323. https://doi.org/10.1177/109442810144001
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. https://doi.org/10.1016/j.iheduc.2008.06.003
Barlow, A., Brown, S., & Lutz, B. (2020). Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses. International Journal of STEM Education, 7, Article 22. https://doi.org/10.1186/s40594-020-00220-9
Bergh, D. D., Aguinis, H., Heavey, C., Ketchen, D. J., Boyd, B. K., Su, P., Lau,C. L. L., & Joo, H. (2016). Using meta-analytic structural equation modeling to advance strategic management research: Guidelines and an empirical illustration via the strategic leadership-performance relationship. Strategic Management Journal, 37(3), 477-497. https://doi.org/10.1002/smj.2338
Briones, M. R., Prudente, M., & Errabo, D. D. (2023). Characteristics of Filipino online learners: A survey of science education students' engagement, self-regulation, and self-efficacy. Education Sciences, 13(11), Article 1131. https://doi.org/10.3390/educsci13111131
Coates, H. (2007). A model of online and general campus-based student engagement. Assessment & Evaluation in Higher Education, 32(2), 121-141. https://doi.org/10.1080/02602930600801878
Dizon, R. J. J., & Errabo, D. D. R. (2022). Compensating learning losses in online learning: Teachers and students' performance in virtual classrooms. In Proceedings of the 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E '22) (pp. 90-96). Association for Computing Machinery. https://doi.org/10.1145/3514262.3514317
Dunlap, J., & Lowenthal, P. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-135. http://jise.org/Volume20/n2/JISEv20n2p129.pdf
Dy, E. H. L., Tan, A. J., & Errabo, D. D. (2021). Students' perceptions and anxieties towards e-assessment: Implications for online classroom delivery. In 2021 IEEE International Conference on Educational Technology (ICET) (pp. 191-195). IEEE. https://doi.org/10.1109/ICET52293.2021.9563138
ElSayad, G. (2023). Can learning presence be the fourth community of inquiry presence? Examining the extended community of the inquiry framework in blended learning using confirmatory factor analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11480-z
Errabo, D. D., Berdan, M. C., Galapon, G. C., Bautista, R. P., & Arevalo, I. J. (2021). Impact of 7E inquiry segments in a mixed online learning environment. In 2021 3rd International Conference on Modern Educational Technology (ICMET 2021) (pp. 136-141). Association for Computing Machinery. https://doi.org/10.1145/3468978.3469001
Errabo, D. D., Dela Rosa, A., & Gonzales, L. J. M. (2024). Optimizing differentiated podcasts to promote students' self-regulation and engagement, self-efficacy, and performance in asynchronous learning. Journal of Research in Innovative Teaching & Learning. Advance online publication. https://doi.org/10.1108/JRIT-02-2024-0039
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Garrison, D. R. (2013). Theoretical foundations and epistemological insights of the community of inquiry. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 1-11). IGI Global. https://doi.org/10.4018/978-14666-2110-7.ch001
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/s1096-7516(00)00016-6
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., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R. (2015). Thinking collaboratively: Learning in a community of inquiry. Routledge. https://doi.org/10.4324/9781315740751
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive, and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2 ), 3136. https://doi.org/10.1016/j.iheduc.2009.10.002
Gurevitch, J., Koricheva, J., & Nakagawa, S. (2018). Meta-analysis and the science of research synthesis. Nature, 555(7695), 175-182. https://doi.org/10.1038/nature25753
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education. https://doi.org/10.3389/feduc.2022.851019
Hosler, K. A., & Arend, B. D. (2013). Strategies and principles to develop cognitive presence in online discussions. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 148-167). IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch009
Kim, G., & Gurvitch, R. (2020). Online education research adopting the community of inquiry framework: A systematic review. Quest, 72(4), 395-409. https://doi.org/10.1080/00336297.2020.1761843
Kreijns, K., Xu, K., & Weidlich, J. (2022). Social presence: Conceptualization and measurement. Educational Psychology Review, 34(1), 139-170. https://doi.org/10.1007/s10648-021-09623-8
Kulinskaya, E., & Hoaglin, D. C. (2023). On the Q statistic with constant weights in metaanalysis of binary outcomes. BMC Medical Research Methodology, 23(1), Article 146. https://doi.org/10.1186/s12874-023 01939-z
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 863. https://doi.org/10.3389/fpsyg.2013.00863
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environmental factors in an extended community of inquiry e-learning model. Asia Pacific Journal of Education, 41(1), 1-15. https://doi.org/10.1080/02188791.2020.1758032
Ling, L. (2022). Teaching presence predicts cognitive presence in blended learning during COVID-19: The mediating chain role of social presence and sense of community. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.950687
Noor, U., Younas, M., Saleh Aldayel, H., Menhas, R., & Qingyu, X. (2022). Learning behavior, digital platforms for learning, and their impact on university students' motivations and knowledge development. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.933974
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. John Wiley & Sons.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70. http://auspace.athabascau.ca/bitstream/2149/732/1/Assessing%20Socil%20Presence%20In%20Asynchronous%20Textbased%20Computer%20Conferencing.pdf
Rovai, A. P. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5(3), 197-211. https://doi.org/10.1016/s1096-7516(02)00102-1
Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9(3), 175-190. https://doi.org/10.1016/j.iheduc.2006.06.005
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the Community of Inquiry framework for online learning. Educational Psychologist, 57(3), 148-161. https://doi.org/10.1080/00461520.2022.2089 989
Shea, P., Hayes, S. K., Uzuner-Smith, S., Vickers, J., Bidjerano, T., Pickett, A., Gozza Cohen, M., Wilde, J., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. Internet and Higher Education, 15, 89-95. https://doi.org/10.24059/olj.v9i3.1788
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. https://doi.org/10.28945/3502
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136. https://doi.org/10.24059/olj.v9i3.1788
Tolu, A. T., & Evans, L. S. (2013). From distance education to communities of inquiry: A review of historical developments. In Z. Akyol & D. R. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 45-65). IGI Global. https://doi.org/10.4018/978-1-46662110-7.ch004
Vaughan, N. D. (2004). Technology in support of faculty learning communities. In M. D. Cox & L. Richlin (Eds.), Building faculty learning communities: New directions for teaching and learning (pp. 101-109). Jossey-Bass. https://doi.org/10.1002/tl.137
Wang, Y. (2022). Effects of teaching presence on learning engagement in online courses. Distance Education, 43(1), 139-156. https://doi.org/10.1080/01587919.2022.2029350
Weidlich, J., Göksün, D. O., & Kreijns, K. (2022). Extending social presence theory: Social presence divergence and interaction integration in online distance learning. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-022-09325-2
Yu, Z., & Li, M. (2022). A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years. Education and Information Technologies, 27, 11669-11688. https://doi.org/10.1007/s10639-022-11081-w
Yan, Y., Vyas, L., Wu, A. M., & Rawat, S. (2022). Effective online education under COVID-19: Perspectives from teachers and students. Journal of Public Affairs Education, 28(4), 422-439. https://doi.org/10.1080/15236803.2022.2110749
Zhang, H., Lin, L., Zhan, Y., & Ren, Y. (2016). The impact of teaching presence on online engagement behaviors. Journal of Educational Computing Research, 54(7), 887–900. https://doi.org/10.1177/0735633116648171
Zhao, H., Sullivan, K. P. H., & Mellenius, I. (2014). Participation, interaction, and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807–819. https://doi.org/10.1111/bjet.12094
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Dec 22, 2024
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Errabo, . D. D., & Sales, J. V. (2024). Evaluating Community of Inquiry’s effectiveness in online Science Instruction. AsTEN Journal of Teacher Education, 8. https://doi.org/10.56278/asten.v8i.2768
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Section 1: Research Articles and Research Briefs
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