Skip to main content

Advertisement

SpringerLink
Log in

Facilitating Community of Inquiry Through Video-Enhanced Online Instruction: What are Learners’ Impressions?

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

This study explores the relationship between the three elements of the Community of Inquiry (teaching, social, and cognitive presences) and video-based instruction in the online environment. The video-based instruction included instructor-created videos and screencasts, video feedback assignment critiques, video-enhanced content discussions, and synchronous video conferencing. The researchers examined higher education students’ perceptions of CoI regarding the video-based instruction, the determinants that affected their perceptions, and the students’ learning experiences during the video-enhanced instruction. Findings from end of the semester surveys revealed high levels of teaching, social, and cognitive presence when video-based instructional strategies were introduced.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Data and/or Code Availability

The study survey data are available in a SPSS format upon request. 

References

  • Andel, S. A., de Vreede, T., Spector, P. E., Padmanabhan, B., Singh, V. K., & de Vreede, G. J. (2020). Do social features help in video-centric online learning platforms? A social presence perspective. Computers in Human Behavior, 113. https://doi.org/10.1016/j.chb.2020.106505

  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.

    Google Scholar 

  • Andrews, T., & Tynan, B. (2010). Why the student voice? The case for investigating the distance learners’ experience of ICT in distance education. In C. H. Steel, M. J. Keppel, P. Gerbic, & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future Proceedings ASCILITE 2010 (pp. 60–64). ASCILITE. Retrieved July 11, 2021, from https://core.ac.uk/download/pdf/11048751.pdf

  • Atwater, C., Borup, J., Baker, R., & West, R. E. (2017). Student perceptions of video communication in an online sport and recreation studies graduate course. Sport Management Education Journal (Human Kinetics), 11(1), 3–12.

    Google Scholar 

  • Bialowas, A., & Steimel, S. (2019). Less is more: Use of video to address the problem of teacher immediacy and presence in online courses. International Journal of Teaching and Learning in Higher Education, 31(2), 354–364.

    Google Scholar 

  • Bloemer, W., Swan, K., Day, S., & Bogle, L. (2018). Digging deeper into the data: The role of gateway courses in online student retention. Online Learning, 22(4), 109–127.

    Google Scholar 

  • Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. Internet & Higher Education, 15(3), 195–203. https://doi.org/10.1016/j.iheduc.2011.11.001

    Article  Google Scholar 

  • Borup, J., West, R., Thomas, R., & Graham, C. (2014). Examining the impact of video feedback on instructor social presence in blended courses. The International Review of Research in Open and Distributed Learning, 15(3). https://doi.org/10.19173/irrodl.v15i3.1821

  • Burnette, D. M. (2014). Effective online teaching: Foundations and strategies for student success. Adult Learning, 25(2), 73–74. https://doi.org/10.1177/1045159514522429

    Article  Google Scholar 

  • Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers & Education, 157. https://doi.org/10.1016/j.compedu.2020.103966

  • Chen, C. M., & Wu, C. H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load and learning performance. Computers & Education, 80, 108–121. https://doi.org/10.1016/j.compedu.2014.08.015

    Article  Google Scholar 

  • Cheng, D., & Li, M. (2020). Screencast video feedback in online TESOL classes. Computers and Composition, 58. https://doi.org/10.1016/j.compcom.2020.102612

  • Choppin, J., Amador, J., Callard, C., & Carson, C. (2019). Exploring qualities of a community of inquiry in a synchronous online course. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO: University of Missouri, (pp. 1841–1845).

  • Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning, 12(3), 231–240.

    Google Scholar 

  • Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 19(4), 215–227. https://doi.org/10.1207/s15389286ajde1904_3

    Article  Google Scholar 

  • Clark, C., Strudler, N., & Grove, K. (2015). Comparing asynchronous and synchronous video vs. text based discussions in an online teacher education course. Online Learning, 19(3), 48–69.

    Article  Google Scholar 

  • Cleveland-Innes, M., Gauvreau, S., Richardson, G., Mishra, S., & Ostashewski, N. (2019). Technology-enabled learning and the benefits and challenges of using the community of Inquiry theoretical framework. International Journal of E-Learning & Distance Education, 34(1), 1–18.

    Google Scholar 

  • Cochran, J., Campbell, S., Baker, H., & Leeds, E. (2014). The role of student characteristics in predicting retention in online courses. Research in Higher Education, 55(1), 27–48. https://doi.org/10.1007/s11162-013-9305-8

    Article  Google Scholar 

  • Collins, K., Groff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Online Journal of Distance Education, 20(1), 53–70.

    Article  Google Scholar 

  • Cortes, K. (2021). Students’ perceptions of engagement in online courses and its effect on academic performance and retention rates. [Doctoral Dissertation, Arizona State Univeristy]. Retrieved February 3, 2021, from https://keep.lib.asu.edu/_flysystem/fedora/c7/Cortes_asu_0010E_20741.pdf

  • Daymont, T., & Blau, G. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral & Applied Management, 12(2), 156–175.

    Google Scholar 

  • de Leeuw, E. D., Hox, J. J., & Dillman, D. A. (Eds.). (2008). International handbook of survey methodology. Taylor & Francis Group/Lawrence Erlbaum Associates.

  • Dobbs, R. R., & Waid-Lindberg, C. A. (2017). Students’ perceptions of online courses: The effect of online course experience. Quarterly Review of Distance Education, 18(1), 93–109.

    Google Scholar 

  • Dupuis, J., Coutu, J., & Laneuville, O. (2013). Application of linear mixed-effect models for the analysis of exam scores: Online video associated with higher scores for undergraduate students with lower grades. Computers and Education, 66, 64–73.

    Article  Google Scholar 

  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148. https://doi.org/10.1207/s15389286ajde1903_2

    Article  Google Scholar 

  • Garrison, R. D., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.

    Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based Environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

    Article  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2–3), 87–105.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. In C. Howard et al. (Eds.), Encyclopedia of Distance and Online Learning (2nd ed., pp. 352–355). IGI Global.

  • Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet in Higher Education, 24, 53–65.

    Article  Google Scholar 

  • Ghilay, Y., & Ghilay, R. (2015). Computer courses in higher-education: Improving learning by screencast technology. Journal of Educational Technology, 11(4), 15–26.

    Google Scholar 

  • Grant, K. (2016). The transformational use of video in online learning In W. Kilgore, Humanizing online teaching and learning. Online: Pressbooks. Retrieved February 3, 2021, from https://humanmooc.pressbooks.com/

  • Grech, J. (2022). Social presence and satisfaction in asynchronous text-based communications in online nursing education: A comparison with synchronous video communications. Nursing Education Perspectives (Wolters Kluwer Health), 43(3), E13–E15. https://doi.org/10.1097/01.NEP.0000000000000915

    Article  Google Scholar 

  • Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62(1), 128–130.

    Article  Google Scholar 

  • Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning @ Scale Conference, p.41–50. Atlanta, GA. https://doi.org/10.1145/2556325.2566239

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

    Article  Google Scholar 

  • Hintz, H. (2014). An analysis of online communities of inquiry and student satisfaction [Doctoral dissertation, California State University, Northridge]. Retrieved June 20, 2021, from https://scholarworks.calstate.edu/downloads/c247dw035

  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved August 12, 2021, from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

  • Holbeck, R., & Hartman, J. (2018). Efficient strategies for maximizing online student satisfaction: applying technologies to increase cognitive presence, social presence, and teaching presence. Journal of Educators Online, 15(3), 91–95. https://doi.org/10.9743/jeo.2018.15.3.6

  • Jaber, R., & Kennedy, E. (2017). ‘Not the same person anymore’: groupwork, identity and social learning online. Distance Education, 38(2), 216–229. https://doi.org/10.1080/01587919.2017.1324732

    Article  Google Scholar 

  • Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal of Distance Education, 17(1), 25–43.

    Article  Google Scholar 

  • Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2019). Video-based teaching playgrounds: Designing online learning opportunities to foster professional noticing of teaching practices. TechTrends: Linking Research & Practice to Improve Learning, 63(2), 160–169.

    Article  Google Scholar 

  • Kaban, A. L. (2021). The influence of online CoI presences on learner satisfaction in higher education. Asian Journal of Distance Education, 16(1), 230–246.

    Google Scholar 

  • Kilinc, H., & Buyuk, K. (2022). Examination of online group discussions in terms of intrinsic motivation, social presence, and perceived learning. E-Learning and Digital Media. https://doi.org/10.1177/20427530221108539

    Article  Google Scholar 

  • Kilinc, H., Firat, M., & Yuzer, T. V. (2017). Trends of video use in distance education: A research synthesis. (English). Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim, 7(1), 55–82. https://doi.org/10.14527/pegegog.2017.003

    Article  Google Scholar 

  • Kleinknecht, M., & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online and video-based intervention study. Teaching and Teacher Education, 59, 45–56. https://doi.org/10.1016/j.tate.2016.05.020

    Article  Google Scholar 

  • Krämer, A., & Böhrs, S. (2016). Experiences and future expectations towards online courses–An empirical study of the B2C-and B2B-segments. Journal of Education and Training Studies, 4, 23–31.

    Google Scholar 

  • Kyungbin, K., Daehoon, H., Eun-Jun, B., & Armstrong, S. (2010). Feelings of isolation and coping mechanism in online learning environments: A case study of asian international students. International Journal of Learning, 17(2), 343–355.

    Google Scholar 

  • Lampros, K., & Panagiotis, A. (2019). The importance of “Teaching Presence” and the new role of the teacher in contemporary learning environments focusing on pedagogical exploitation of interactive videoconferencing. Open Education: The Journal for Open & Distance Education & Educational Technology, 15(1), 202–211.

    Google Scholar 

  • Li, Q. (2004). Knowledge building community: Keys for using online forums. TechTrends, 48(4), 24–29. https://doi.org/10.1007/BF02763441

    Article  Google Scholar 

  • Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383–391.

    Google Scholar 

  • Maher, D., & Prescott, A. (2017). Professional development for rural and remote teachers using video conferencing. Asia-Pacific Journal of Teacher Education, 45(5), 520–538.

    Article  Google Scholar 

  • Mayer, R. E. (2005). Principles of multimedia learning based on social cues: Personalization, voice, and image principles. In R. E. Mayer (Ed.), The Cambridge Handbok of Multimedia Learning (p.201–212). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.014

  • Meyer, K. A. (2004). Evaluating online discussions: Four different frames of analysis. Journal of Asynchronous Learning Networks, 8(2), 101–114. https://doi.org/10.24059/olj.v8i2.1830

    Article  Google Scholar 

  • Mick, C. S., & Middlebrook, G. (2015). Asynchronous and synchronous modalities. In Hewett, B. L., & DePew, K. E. (Eds.), Foundational Practices of Online Writing Instruction. Perspectives on Writing, p.129–148. Retrieved May 5, 2021, from https://wac.colostate.edu/docs/books/owi/chapter3.pdf

  • Mohamad, M., Ismail, I., Wahab, N., & Mamat, S. (2016). Medical students’ challenges and strategies in producing web tv programs on YouTube. Creative Education, 7, 604–618. https://doi.org/10.4236/ce.2016.74063

    Article  Google Scholar 

  • Mould, T., & DeLoach, S. B. (2017). Moving beyond GPA: Alternative measures of success and predictive factors in honors programs. Journal of the National Collegiate Honors Council, 18(1), 149–168.

    Google Scholar 

  • Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods (4th Edition). Routledge.

  • Nowak, K. (2001). Defining and differentiating copresence, social presence and presence as transportation. In Presence 2001 Conference, Philadelphia, PA (Vol. 2, pp. 686–710).

  • Ou, C., Joyner, D. A., & Goel, A. K. (2019). Designing and developing video lessons for online learning: A seven-principle model. Online Learning, 23(2), 82–104. https://doi.org/10.24059/olj.v23i2.1449

    Article  Google Scholar 

  • Ozan, O., & Ozarslan, Y. (2016). Video lecture watching behaviors of learners in online courses. Educational Media International, 53(1), 27–41. https://doi.org/10.1080/09523987.2016.1189255

  • Pinsk, R., Curran, M. J., Poirier, R., & Coulson, G. (2014). Student perceptions of the use of student-generated video in online discussions as a mechanism to establish social presence for non-traditional students: A case study. Issues in Information Systems, 15(1), 267–276.

  • Ryan, T. (2021). Designing video feedback to support the socioemotional aspects of online learning. Educational Technology Research & Development, 69(1), 137–140. https://doi.org/10.1007/s11423-020-09918-7

    Article  Google Scholar 

  • Saldana, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE Publications.

    Google Scholar 

  • Savage, T. (2015). A Study of the formation & nature of a community of learners within a blended, part-time, graduate, higher education programme. [Doctoral Dissertation, Trinity College Dublin, Irleand]. Retrieved May 22, 2021, from http://www.tara.tcd.ie/handle/2262/77660

  • Scagnoli, N. I., Choo, J., & Tian, J. (2019). Students’ insights on the use of video lectures in online classes. British Journal of Educational Technology, 50(1), 399–414. https://doi.org/10.1111/bjet.12572

    Article  Google Scholar 

  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. Retrieved April 24, 2021, from https://eric.ed.gov/?id=ED580852

  • Seckman, C. (2018). Impact of interactive video communication versus text-based feedback on teaching, social, and cognitive presence in online learning communities. Nurse Educator, 43(1), 18–22. https://doi.org/10.1097/NNE.0000000000000448

    Article  Google Scholar 

  • Shea, P., & Bidjerano, T. (2011). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of Inquiry framework. Interactive Learning Environments, 21(4), 355–370. https://doi.org/10.1080/10494820.2011.584320

    Article  Google Scholar 

  • 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/10.1080/00461520.2022.2089989

    Article  Google Scholar 

  • Shivangi, D. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22.

    Article  Google Scholar 

  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–190.

    Article  Google Scholar 

  • Sligar, S. R., Pelletier, C. D., Bonner, H. S., Coghill, E., Guberman, D., Zeng, X., Newman, J. J., Muller, D., & Denni, A. (2017). Student perceptions of online tutoring videos. New Horizons in Adult Education & Human Resource Development, 29(4), 4–19. https://doi.org/10.1002/nha3.20196

    Article  Google Scholar 

  • Stanley, D., & Zhang, Y. (2018). Student-produced videos can enhance engagement and learning in the online environment. Online Learning, 22(2), 5–26. https://doi.org/10.24059/olj.v22i2.1367

    Article  Google Scholar 

  • Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115–136. https://doi.org/10.24059/olj.v9i3.1788

    Article  Google Scholar 

  • Thomas, R. A., West, R. E., & Borup, J. (2017). An analysis of instructor social presence in online text and asynchronous video feedback comments. The Internet and Higher Education, 33, 61–73. https://doi.org/10.1016/j.iheduc.2017.01.003

    Article  Google Scholar 

  • Wang, Y., Fang, W. C., Han, J., & Chen, N. S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4), 18–37.

    Google Scholar 

  • Warrican, S. J., Leacock, C. J., Thompson, B. P., & Alleyne, M. L. (2014). Predictors of student success in an online learning environment in the English-speaking Caribbean: Evidence from the university of the west indies open campus. Open Praxis, 6(4), 331–346.

    Article  Google Scholar 

  • Wise, A. F., & Cui, Y. (2018). Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums. Computers & Education, 122, 221–242. https://doi.org/10.1016/j.compedu.2018.03.021

    Article  Google Scholar 

  • Wood, A. K., Symons, K., Falisse, J. B., Gray, H., & Mkony, A. (2021). Can lecture capture contribute to the development of a community of inquiry in online learning? Distance Education, 42(1), 126–144. https://doi.org/10.1080/01587919.2020.1869521

    Article  Google Scholar 

  • Zigelman, I. (2018). Constructivism and the Community of Inquiry. In Power, R. (Ed.). Technology and the Curriculum: Summer 2018 (pp.7–24) Power Learning Solutions.

Download references

Author information

Authors and Affiliations

  1. College of Education, University of Florida, PO Box 117049, 0520N Norman Hall, Gainesville, FL, 32611, USA

    Bojan Lazarevic

  2. Kennesaw State University, 585 Cobb Ave NW, Room 2325, MD 0127, Kennesaw, GA, 30144, USA

    Julia Fuller

  3. Kennesaw State University, 585 Cobb Ave NW, Room 2330, MD 0127, Kennesaw, GA, 30144, USA

    Jabari Cain

Authors
  1. Bojan Lazarevic
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Julia Fuller
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jabari Cain
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

All authors contributed to the study conception design and implementation as follows:

a) Study conceptualization - Lazarevic, Fuller and Cain;

b) Design - Lazarevic, Fuller and Cain;

c) Material preparation and data collection was conducted by Lazarevic, Fuller and Cain;

d) Data analysis was performed by Lazarevic and Fuller.

e) The first draft of the manuscript was written by Drs Lazarevic and Fuller.

f) All authors Drs. Lazarevic, Fuller and Cain read and approved the final manuscript.

Corresponding author

Correspondence to Bojan Lazarevic.

Ethics declarations

Ethics Approval

• The research methodology and survey for this study was approved by the IRB committee of Kennesaw State University, the University Office of Research on January 9, 2019. The study qualifies as exempt from continuing review under DHHS (OHRP) Title 45 CFR Part 46.101(b)(2) - educational tests, surveys, interviews, public observations.

• The study was approved by Christine Ziegler, Ph.D., KSU Institutional Review Board Director and Chair. 

• Ethics approval number: #19 − 003. 

Consent

Informed consent was obtained from all individual participants included in the study.

Competing Interests

• The authors, Bojan Lazarevic, Julia Fuller and Jabari Cain have no relevant financial or non-financial interests to disclose.

• The authors, Bojan Lazarevic, Julia Fuller and Jabari Cain have no competing interests to declare that are relevant to the content of this article.

• All authors, Bojan Lazarevic, Julia Fuller and Jabari Cain certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.

• The authors, Bojan Lazarevic, Julia Fuller and Jabari Cain have no financial or proprietary interests in any material discussed in this article. 

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lazarevic, B., Fuller, J. & Cain, J. Facilitating Community of Inquiry Through Video-Enhanced Online Instruction: What are Learners’ Impressions?. TechTrends 67, 611–625 (2023). https://doi.org/10.1007/s11528-023-00864-8

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-023-00864-8

Keywords

Search

Navigation