ISSN: 2222-6990
Open access
Background: Over the past two decades, the Community of Inquiry (CoI) framework by Garrison et al. has significantly influenced online learning, offering a systematic approach to evaluating educational interactions. Aim: Despite its established role, a specific understanding of how CoI research will evolve and its exact impact on student engagement in online settings remains unclear. Methods: Using the PRISMA method to look at 23 scholarly articles, this Systematic Literature Review (SLR) finds a clear trend in CoI research toward incorporating theories that have a direct effect on student engagement, such as the Unified Theory of Acceptance and Use of Technology (UTAUT). Findings: The review reveals a shift in focus towards experimental studies and mixed methods designs to fill existing knowledge gaps, particularly in understanding CoI's role in motivating students, technology acceptance, and readiness for educational technology. While existing studies primarily focus on students, there is an identified need for research on instructors and diverse student populations. Suggestions: The findings suggest a need for future CoI research to broaden its scope, integrate both qualitative and quantitative methods, and consider cognitive, social, and instructional presence in CoI. The study acknowledges potential biases in the selected papers and limitations in the PRISMA method that could influence the review's comprehensiveness. Recommendations: Contributions from regions like Asia, Africa, and Europe are anticipated to enhance the global understanding of CoI, especially in the context of remote education and the expanding scope of online learning courses.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
Marsicano, C. (2020). COVID-19 data dashboard. The College Crisis Initiative. https://collegecrisis.shinyapps.io/dashboard/
Wisneski, J. E., Ozogul, G., & Bichelmeyer, B. A. (2017). Investigating the impact of learning environments on undergraduate students’ academic performance in a prerequisite and post-requisite course sequence. The Internet and Higher Education, 32, 1–10.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65.
Wavle, S., & Ozogul, G. (2019). Investigating the impact of online classes on undergraduate degree completion. Online Learning, 23(4), 281–295.
Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic—online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175–187.
Lockee, B. B. (2021). Online education in the post-COVID era. Nature Electronics, 4(1), 5–6.
Abuhassna, H., & Alnawajha, S. (2023a). Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715–735. MDPI AG. Retrieved from http://dx.doi.org/10.3390/ejihpe13040054
Abuhassna, H., & Alnawajha, S. (2023a). The Transactional Distance Theory and Distance Learning Contexts: Theory Integration, Research Gaps, and Future Agenda. Education Sciences, 13(2), 112. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci13020112
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. https://doi.org/10.1016/s1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. https://doi.org/10.1080/0158791010220208
Anderson, T., Liam, R., Randy, G. D., & Waiter, A. (2001). Assessing teaching presence in a computer conference context. Journal of Asynchronous Learning Networks, 5(2), 1-17. https://doi.org/10.24059/olj.v5i2.1875
Richardson, J. C., & Newby, T. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. https://doi.org/10.1207/s15389286ajde2001_3
Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196-216. http://dx.doi.org/10.24059/olj.v23i2.1455
Orcutt, J. M., & Dringus, L. P. (2017). Beyond being there: Practices that establish presence, engage students and influence intellectual curiosity in a structured online learning environment. Online Learning, 21(3), 15-35. https://doi.org/10.24059/olj.v21i3.1231
Truhlar, A. M., Walter, M. T., & Williams, K. M. (2018). Student engagement with course content and peers in synchronous online discussions. Online Learning, 22(4), 289-312. https://doi.org/10.24059/olj.v22i4.1389
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, 6(7), e1000097. http://doi.org/10.1371/journal.pmed1000097
Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learning, 22(4), 313-340. https://doi.org/10.24059/olj.v22i4.1384
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222. Https://doi:10.24059/olj.v22i1.1092
Goode, E., Nieuwoudt, J., & Roche, T. (2022). Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model . Australasian Journal of Educational Technology, 38(4), 76–94. https://doi.org/10.14742/ajet.7929
Wilkinson, K. L. (2022). Evaluating a structured online peer evaluation system among graduate- level communication capstone students through action research. Online Learning, 26(1), 93- 129. DOI:10.24059/olj.v26i1.3077
Rosser-Majors, M. L., Rebeor, S., McMahon, C., Wilson, A., Stubbs, S. L., Harper, Y., Sliwinski, L. (2022). Improving retention factors and student success online utilizing the Community of Inquiry framework’s instructor presence model. Online Learning, 26(2), 6-33.
Farrow, E., Moore, J., & Gaševi?, D. (2021). Markers of Cognitive Quality in Student Contributions to Online Course Discussion Forums. Journal of Learning Analytics, 9(2), 38-65. https://doi.org/10.18608/jla.2022.7250
Ozogul, G., Zhu, M., Phillips, T. M. (2022). Percieved and actual cognitive presence: A case study of an intentionally designed asynchronous online course. Online Learning, 26(1), 38-57. DOI: 10.24059/olj.v26i1.3051
Rioch, K. E., & Tharp, J. L. (2022). Student engagement practices and GPA among RN-BSN students. Online Learning, 26(1), 198-217.
Duha, M.S . U., Richardson, J. C., Maeda, Y., & Kucuk, S. (2022). The role of prior online learning experience on student Community of Inquiry, engagement, and satisfaction scores, Online Learning, 26(4), 475-493. DOI: 10.24059/olj.v26i4.2949
Nasir, M. K. M., Ngah, A. H. (2022). The Sustainability of a Community of Inquiry in Online Course Satisfaction in Virtual Learning Environments in Higher Education. Sustainability 2022, 14,9633. https://doi.org/10.3390/ su14159633
Bamoallem, B., Altarteer, S. (2022). Remote emergency learning during COVID-19 and its impact on university students’ perception of blended learning in KSA. Educ Inf Technol 27, 157–179 (2022). https://doi.org/10.1007/s10639-021-10660-7
Fan, S., Chen, L., Nair, M., Garg, S., Yeom, S., Kregor, G., Yang, Y., Wang, Y. (2021). Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education. Educ. Sci. 2021, 11, 608. https://doi.org/10.3390/ educsci11100608
Li, F., Jin, T.,Edirisingha, P., Zhang, X. (2021). School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context. Sustainability2021,13,10147. https:// doi.org/10.3390/su131810147
Cancino, M., & Avila, D. (2021). Switching to fully online EFL learning environments: An exploratory study in higher education. Journal of Language and Education, 7(3), 23-42. https://doi.org/10.17323/jle.2021.12101
Kucuk, S., & Richardson, J.C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196-216. doi:10.24059/olj.v23i2.1455
Berry, S. (2019). Teaching to connect: Community-building strategies for the virtual classroom. Online Learning, 23(1), 164-183. doi:10.24059/olj.v23i1.1425
Jan, S. K., & Vlachopoulos, P. (2018). Influence of Learning Design of the Formation of Online Communities of Learning. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3620
Gregory, S., Bannister-Tyrrell, M. (2017). Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning. RPTEL 12, 18 (2017). https://doi.org/10.1186/s41039-017-0059-3
Rahmatalla, F., Harun, J., & Abuhassna, H. (2024). Exploring the Impact of the Community of Inquiry (CoI) Framework on Student Engagement in Online Courses. International Journal of Academic Research in Business and Social Sciences, 14(11), 872–895.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode