Quarterly of Educational Measurement

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Peer Review Process

Journal Metrics

News

Article Writing Guide

Files

Reviewers 2019

Reviewers 2020

Reviewers 2021

Reviewers 2022

Validating the Persian version of the Community of Inquiry framework survey instrument in web-based learning environments

Document Type : Research Paper

Authors

1 phd student of tarbiat modares university

2 Associate professor in educational sciences, Tarbiat Modares University

3 Faculty Tarbiat Modares University

4 Assistant professor in educational sciences, Tarbiat Modares University

Abstract

The purpose of this study was to investigate the factor structure, validity and reliability of the Community of Inquiry framework survey instrument. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study was all students enrolled in the web-based courses in the academic year of 1395-1396, a sample of 271 students selected by convenience sampling from a number of universities offering Web-based courses at the master's level and responded to the Arbaugh et al(2008). Community of Inquiry framework survey instrument. The results of exploratory factor analysis by the principal components method, confirmed three cognitive, social and educational presence factors. To assess the reliability of the questionnaire, Cronbach's alpha coefficient was used and the confirmatory factor analysis was used to determine its validity. The results showed that the questionnaire had an acceptable internal consistency and the Cronbach's alpha coefficients were between 89.8 and 5.96. Also, for determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the fittest's goodness indicators confirm the model. As a result, it can be said that the translated version of Community of Inquiry framework survey instrument among Iranian learners is acceptable.

Keywords

References
کاراکاپیلیدیس، نیکوس.(1389). اجتماعات یادگیری مبتنی بر شبکه. ترجمه: مقدم، علیرضا ، موسالو، فاطمه و ابراهیم آبادی، حسین. تهران: انتشارات پژوهشکده مطالعات فرهنگی و اجتماعی.
Allen, I. E., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf 
 Arbaugh, J. B., Cleveland-Innes, M., & Diaz, S. R. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. Internet and Higher Education, 11(3-4), 133-136.
Bangert, A. W. (2009). Building a validity argument for the community of inquiry instrument.
The Internet and Higher Education, 12(2), 104-111.
Bibeau, S. (2001). Social Presence, Isolation, and Connectedness in Online Teaching and Learning. From the literature to real life. Journal of Instruction Delivery Systems, 15(3), 35-39.
Dikkers,A., Whiteside.A& Lewis.S.(2013) Virtual High School Teacher and Student Reactions to the Social Presence Model. Journal of Interactive Online Learning. 12(3), 156-170
Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Practice and directionVolume 4 in the Sloan C Series.
(pp. 29−38). Needham, MA: The Sloan Consortium.
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.
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.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1–2), 5–9.
Garrison, D. R., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting Methodological Issues in the Analysis of Transcripts: Negotiated coding and reliability. Internet and Higher Education, 9(1), 1-8.
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.
Hrastinski, S. (2009). A theory of online learning as online participation.  Computers & Education, 52(1), 78-82.
Korinek, L., Walther-Thomas, C., McLaughlin, V.L., & Williams, B.T. (1999, September). Creating classroom communities and networks for student support. Intervention in School & Clinic, 35(1), 3-8.
Lehman, R. M., & Conceiçao, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco, CA: Jossey-Bass.
 
Riva, G. (2009). Is presence a technology issue? Some insights from cognitive sciences. Virtual Reality, 13(3), 159–169.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster — “Epistemic engagement” and — “Cognitive presence” in online education. Computers & Education, 52(3), 543−553.
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 andHigher Education, 9(3), 175–190
Tu, C., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. The American Journal of Distance Education, 16(3), 131–150.
Walberg, H. J., & Greenberg, R (1997, May). Using the learning environment inventory.
Educational Leadership, 54(8), 45-46.
Quarterly of Educational Measurement
Volume 8, Issue 31
April 2018
Pages 47-63
Files
Share
How to cite
Statistics