Skip to main content
SpringerLink
Log in

Community of Inquiry in a Collectivist/Feminine Society: An Examination

  • Living reference work entry
  • First Online:
Learning, Design, and Technology

Abstract

The Community of Inquiry (CoI) framework has historically focused on online learning experiences within individualistic and masculine societies, such as the USA, Canada, and other English-speaking countries. Considerably less work has been done on how CoI is relevant to collectivist and feminine cultures, such as Portugal, South Korea, and Chile. This study examines how the CoI framework applies to a collectivist and feminine culture – that is, within the context of the society of Portugal. Four hundred and ninety-five students from a public distance education university completed a Portuguese version of the CoI survey. Results showed a high level of agreement that the students experienced all the critical dimensions of the CoI – social presence, teaching presence, and cognitive presence – in their online course(s), which may translate into a significant level of student engagement. At the same time, the survey also revealed an implicit need for additional ways for students to express affection and care towards all members of the online learning community.

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

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Anderson, T. (2014, December 16). A fourth presence for the community of inquiry model? Virtual Canuck: Teaching and Learning in a Net-Centric World. http://virtualcanuck.ca/2014/12/16/new-report-on-emotional-presence-in-online-education/

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

    Google Scholar 

  • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J., & 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(3–4), 133–136.

    Article  Google Scholar 

  • Ballesteros Velázquez, B., Gil-Jaurena, I., & Morentin Encina, J. (2019). Validación de la versión en castellano del cuestionario “Community of Inquiry”. Revista de Educación a Distancia, 59(4), 1–26.

    Google Scholar 

  • Baran, E., & Correia, A.-P. (2009). Student-led facilitation strategies in online discussions. Distance Education, 30(3), 339–361.

    Article  Google Scholar 

  • Brooks, D., & Jeong, A. (2006). The effects of pre-structuring discussion threads on group interaction and group performance in computer-supported collaborative argumentation. Distance Education, 27(3), 371–390.

    Article  Google Scholar 

  • Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64, 557–560.

    Article  Google Scholar 

  • Cleveland-Innes, M. (2019). The Community of Inquiry theoretical framework: Designing collaborative online and blended learning. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Principles and practices of design (pp. 80–102). Routledge.

    Google Scholar 

  • Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distance Learning, 13(4), 269–292.

    Article  Google Scholar 

  • Correia, A.-P. (2014). Students’ online learning experiences in collectivist cultures. In M. Simonson (Ed.), 37th annual proceedings of association for educational communications and technology: Volume 1- Research and development papers (pp. 53–58). Bloomington, IA: Association for Educational Communications and Technology (AECT).

    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 (pp. 352–355). Hershey, PA: IGI Global.

    Google Scholar 

  • Garrison, D. R., & Akyol, Z. (2013). The Community of Inquiry theoretical framework. In M. G. Moore (Ed.), Handbook of distance education (pp. 104–119). London, England: Routledge.

    Google Scholar 

  • 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(2–3), 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 

  • Ghadirian, H., Ayub, A. F. M., & Salehi, K. (2018). Students’ perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Technology, Pedagogy and Education, 27(1), 85–100.

    Article  Google Scholar 

  • Gil-Jaurena, I., Domínguez, D., Izquierdo, A., & Morentin, J. (2018). Análisis de cursos online y a distancia desde el modelo “Community of Inquiry”. In J. Valverde-Berrocoso (Ed.), Campus Digitales en la Educación Superior. Experiencias e Investigaciones (pp. 346–356). Cáceres, Spain: Servicio de Publicaciones de la Universidad de Extremadura. ISBN: 978-84-09-07198-2.

    Google Scholar 

  • Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111–1124.

    Article  Google Scholar 

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301–320.

    Article  Google Scholar 

  • Hofstede, G. (2001). Culture’s consequences: Comparing values, institutions and organisations across nations (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Lawa, K. M. Y., Gengb, S., & Lic, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1–12.

    Article  Google Scholar 

  • Ma, Z., Wang, J., Wang, Q., Kong, L., Wu, Y., & Yang, H. (2017). Verifying causal relationships among the presences of the Community of Inquiry framework in the Chinese context. The International Review of Research in Open and Distributed Learning, 18(6), 213.

    Article  Google Scholar 

  • Moreira, J. A., & Almeida, A. C. (2011). How reliable and consistent is our learning community of inquiry? Psychometric qualities of the community of inquiry survey instrument applied to a sample of higher education Portuguese students. In L. Gómez Chova, D. Martí Belenguer, & A. López Martínez (Eds.), Proceedings of EDULEARN11 the 3rd international conference on education and new learning technologies (pp. 4261–4267). Barcelona, Spain: International Association of Technology, Education and Development (IATED).

    Google Scholar 

  • Moreira, J. A., Ferreira, A. G., & Almeida, A. C. (2013). Comparing communities of inquiry of Portuguese higher education students: One for all or one for each? Open Praxis, 5(2), 165–178.

    Article  Google Scholar 

  • Olpak, Y. Z., & Cakmak, E. K. (2018). Examining the reliability and validity of a Turkish version of the Community of Inquiry Survey. Online Learning, 22(1), 142–160.

    Article  Google Scholar 

  • Oztok, M. (2016). Reconceptualizing the pedagogical value of student facilitation. Interactive Learning Environments, 24(1), 85–95.

    Article  Google Scholar 

  • Pool, J., Reitsma, G., & van den Berg, D. (2017). Revised community of inquiry framework: Examining learning presence in a blended mode of delivery. Online Learning, 21(3), 153–165.

    Article  Google Scholar 

  • Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417.

    Article  Google Scholar 

  • Rourke, L., & Anderson, T. (2002). Using peer teams to lead online discussions. Journal of Interactive Media in Education, 1(1), 1–21.

    Article  Google Scholar 

  • Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77–88.

    Article  Google Scholar 

  • Saadatmand, M., Uhlin, L., Hedberg, M., Åbjörnsson, L., & Kvarnström, M. (2017). Examining learners’ interaction in an open online course through the Community of Inquiry framework. European Journal of Open, Distance and E-Learning, 20(1), 61–79.

    Article  Google Scholar 

  • Sadaf, A., & Olesova, L. (2017). Enhancing cognitive presence in online case discussions with questions based on the Practical Inquiry model. American Journal of Distance Education, 31(1), 56–69.

    Article  Google Scholar 

  • Salmon, G. (2000). E-moderating: The key to teaching and learning online. London, England: Kogan Page.

    Google Scholar 

  • Shea, P., & Bidjerano, T. (2009a). Cognitive presence: A cluster analysis. Journal of Computing in Higher Education, 21(3), 199–217.

    Article  Google Scholar 

  • Shea, P., & Bidjerano, T. (2009b). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543–553.

    Article  Google Scholar 

  • Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education, 39, 22–32.

    Article  Google Scholar 

  • Stenbom, S., Hrastinski, S., & Cleveland-Innes, M. (2016). Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching. Online Learning, 20(1), 41–56.

    Article  Google Scholar 

  • Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 113–114). New York, NY: Routledge.

    Google Scholar 

  • Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-Mentor, 2(24), 1–12.

    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(3), 115–136.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • The Community of Inquiry. (2020). COI Publications. The Community of Inquiry https://coi.athabascau.ca/publications/

  • Wang, Q. Y. (2008). Student-facilitators’ roles of moderating online discussions. British Journal of Educational Technology, 39(5), 859–874.

    Article  Google Scholar 

  • Wei, C. W., Chen, N. S., & Kinshuk. (2012). A model for social presence in online classrooms. Educational Technology Research & Development, 60(3), 529–545.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Yu, T., & Richardson, J. C. (2015). Examining reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis. The Internet and Higher Education, 25, 45–52.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Studies Department, Center on Education and Training for Employment, College of Education and Human Ecology, The Ohio State University, Columbus, OH, USA

    Ana-Paula Correia

Authors
  1. Ana-Paula Correia
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ana-Paula Correia .

Editor information

Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, TX, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, VA, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, KS, USA

    Marcus D. Childress

Section Editor information

  1. Department of Education, University of Maryland at Baltimore County, Baltimore, Maryland, USA

    Patricia A. Young Ph.D.

  2. College of Education, Health and Aviation, Oklahoma State University, Stillwater, OK, USA

    Tutaleni I. Asino

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Correia, AP. (2021). Community of Inquiry in a Collectivist/Feminine Society: An Examination. In: Spector, M.J., Lockee, B.B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_171-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-17727-4_171-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-17727-4

  • Online ISBN: 978-3-319-17727-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation