Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework

1. Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2), 82-103. http://doi.org/10.1007/s12528-011-9043-x10.1007/s12528-011-9043-xOpen DOISearch in Google Scholar

2. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. http://doi.org/10.1111/j.1467-8535.2009.01029.x10.1111/j.1467-8535.2009.01029.xOpen DOISearch in Google Scholar

3. Akyol, Z., Vaughan, N., & Garrison, D. R. (2011). The impact of course duration on the development of a community of inquiry. Interactive Learning Environments, 19(3), 231-246. doi:10.1080/10494820902809147Search in Google Scholar

4. Anderson, T. (2003). Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction. International Review of Research in Open and Distance Learning, 4(2). doi: 10.19173/irrodl.v4i2.149Search in Google Scholar

5. 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. Retrieved February 23, 2017, from http://immagic.com/eLibrary/ARCHIVES/GENERAL/ATHAB_CA/Anderson.pdfSearch in Google Scholar

6. 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(3-4), 133-136. http://doi.org/10.1016/j.iheduc.2008.06.00310.1016/j.iheduc.2008.06.003Open DOISearch in Google Scholar

7. Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243-1289. http://doi.org/10.3102/003465430933384410.3102/0034654309333844Open DOISearch in Google Scholar

8. Clarà, M., Kelly, N., Mauri, T., & Danaher, P. A. (2015). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education, 45(1), 86-98. http://doi.org/10.1080/1359866X.2015.109528010.1080/1359866X.2015.1095280Search in Google Scholar

9. Dabbagh, N. (2005). Pedagogical Models for E-Learning: A Theory-Based Design Framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44. Retrieved February 23, 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.4593&rep=rep1&type=pdfSearch in Google Scholar

10. Dolmans, D. H. J. M., de Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39(7), 732-41. https://dx.doi.org/10.1111/j.1365-2929.2005.02205.x10.1111/j.1365-2929.2005.02205.xSearch in Google Scholar

11. Eradze, M., & Laanpere, M. (2013). Analysing Learning Interactions in Digital Learning Ecosystems based on Learning Activity Streams. Paper presented at the European Conference of Educational Research, Istanbul, September 2013.Search in Google Scholar

12. Gillani, N., & Eynon, R. (2014). Communication patterns in massively open online courses. The Internet and Higher Education, 23, 18-26.10.1016/j.iheduc.2014.05.004Search in Google Scholar

13. Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.Search in Google Scholar

14. 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. http://doi.org/10.1016/S1096-7516(00)00016-610.1016/S1096-7516(00)00016-6Open DOISearch in Google Scholar

15. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157-172. http://doi.org/10.1016/j.iheduc.2007.04.00110.1016/j.iheduc.2007.04.001Open DOISearch in Google Scholar

16. 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. http://doi.org/10.1207/s15389286ajde1903_210.1207/s15389286ajde1903_2Open DOISearch in Google Scholar

17. Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. T. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13(1-2), 31-36. http://doi.org/10.1016/j.iheduc.2009.10.00210.1016/j.iheduc.2009.10.002Open DOISearch in Google Scholar

18. Hoven, D. (2006). Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. CALICO Journal, 23(2), 233-256. Retrieved from http://www.jstor.org/stable/24156246Search in Google Scholar

19. Kilgore, W., & Lowenthal, P. R. (2015). The Human Element MOOC: An Experiment in Social Presence. In R. D. Wright (Ed.), Establishing an equitable and fair admissions system for an online (pp. 389-407). Hershey, PA: IGI Global.Search in Google Scholar

20. Koseoglu, S., & Koutropoulos, A. (2016). Teaching Presence in MOOCs: Perspectives and Learning esign Strategies. Paper presented at the 10th International Conference on Networked Learning 2016, Lancaster.Search in Google Scholar

21. Lambert, J. L., & Fisher, J. L. (2013). Community of inquiry framework: Establishing community in an online course. Journal of Interactive Online Learning, 12(1), 1-16. Retrieved from http://www.ncolr.org/jiol/issues/pdf/12.1.1.pdfSearch in Google Scholar

22. Liu, S., Gomez, J., & Yen, C. (2009). Community college online course retention and final grade: Predictability of social presence. Journal of Interactive Online Learning, 8(2), 165-182. Retrieved from http://online2.sdccd.edu/bblearntrain/2013_2014/Liu_Gomez_Yen_2009.pdfSearch in Google Scholar

23. Mackness, J., Mak, S. F. J., & Williams, R. (2010). The ideals and reality of participating in a MOOC. Proceedings of the Seventh International Conference on Networked Learning, May 3-4, 2010, Aalborg, 266-274. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.htmlSearch in Google Scholar

24. Mckerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student Perceptions of Teaching Presence, Social Presence, and Cognitive Presence in a Virtual World. MERLOT Journal of Online Learning and Teaching, 7(3), 324-336. Retrieved February 23, 2017, from http://jolt.merlot.org/vol7no3/mckerlich_0911.pdfSearch in Google Scholar

25. Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-7. http://dx.doi.org/10.1080/0892364890952665910.1080/08923648909526659Open DOISearch in Google Scholar

26. Rahimi, E., van den Berg, J., & Veen, W. (2015). Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers & Education, 81, 235-246. http://doi.org/10.1016/j.compedu.2014.10.01210.1016/j.compedu.2014.10.012Search in Google Scholar

27. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing Social Presence In Asynchronous Text-based Computer Conferencing. International Journal of E-Learning & Distance Education, 11(4.2), 1-18.Search in Google Scholar

28. Saadatmand, M., & Kumpulainen, K. (2014). Participants’ Perceptions of Learning and Networking in Connectivist MOOCs. MERLOT Journal of Online Learning and Teaching, 10(1), 16-30.Search in Google Scholar

29. Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, selfregulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(1), 1721-1731.10.1016/j.compedu.2010.07.017Search in Google Scholar

30. Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment. Journal of Interactive Online Learning, 8(2), 102-120. Retrieved from http://www.ncolr.org/jiol/issues/pdf/8.2.1.pdfSearch in Google Scholar

31. Siemens, G. (2010). Teaching in Social and Technological Networks.Search in Google Scholar

32. Siemens, G. (2012, July 25). MOOCs are really a platform. [Blog post] ELEARNSPACE. Retrieved November 2, 2016, from http://www.elearnspace.org/blog/2012/07/25/moocsare- really-a-platform/Search in Google Scholar

33. Skrypnyk, O., Joksimović, S., & Kovanović, V. (2015). Roles of course facilitators, learners , and technology in the flow of information of a cMOOC. International Review of Research in Online and Distance Learning, 16(3).10.19173/irrodl.v16i3.2170Search in Google Scholar

34. Su, B., Bonk, C. J., Magjuka, R. J., Liu, X., & Lee, S. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses. Journal of Interactive Online Learning, 4(1), 1-19. Retrieved February 23, 2017, from http://www.ncolr.org/jiol/issues/pdf/4.1.1.pdfSearch in Google Scholar

35. Swan, K. (2006). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(4), 306-331. http://doi.org/10.1080/015879101022020810.1080/0158791010220208Open DOISearch in Google Scholar

36. Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). http://doi.org/10.4018/978-1-60566-654-9.ch00410.4018/978-1-60566-654-9.ch004Open DOISearch in Google Scholar