Re-Examining the Construct Validity and Causal Relationships of Teaching, Cognitive, and Social Presence in Community of Inquiry Framework

Autor/inn/en	Dempsey, Patrick R.; Zhang, Jie
Titel	Re-Examining the Construct Validity and Causal Relationships of Teaching, Cognitive, and Social Presence in Community of Inquiry Framework
Quelle	In: Online Learning, 23 (2019) 1, S.62-79 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Communities of Practice; Inquiry; Construct Validity; Factor Structure; Measures (Individuals); Graduate Students; Masters Programs; Business Administration Education; Gender Differences; Age Differences; Ethnicity; Online Courses; Educational Experience; Causal Models; Interaction; Cognitive Processes; Instruction; Maryland + Suchen Sie Ihr Suchwort? Community; Faktorenstruktur; Messdaten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ethnizität; Online course; Online-Kurs; Bildungserfahrung; Kausalanalyse; Interaktion; Cognitive process; Kognitiver Prozess; Teaching process; Unterrichtsprozess
Abstract	Despite the prevalence of research on the Community of Inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships among the three presences. Results of this study indicated that (a) teaching, social, and cognitive presence are each multidimensional and higher order constructs; (b) measurement invariance was fully achieved for gender and partially for age, ethnicity, discipline, and online experience; (c) structural relationships of the three main constructs--teaching presence, social presence, and cognitive presence-- suggested potential psychometric adjustments. The teaching presence construct in particular should be reconstructed to appropriately reflect and measure the construct as conceptually defined--as a distribution of teaching responsibility and authority--as opposed to how it is currently operationalized in the Community of Inquiry instrument--as a centralization of responsibility and authority with the instructor. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01