This paper measured the three core elements of the Community of Inquiry framework: teaching presence, social presence and cognitive presence in an international blended learning environment. Twenty-two students in TAIST-Tokyo Tech program took part in this survey. Structural Equation Modeling was used to examine the hypothesized and possible relationship of the three presences with the CoI survey instrument. Results show that teaching presence is perceived to influence social presence, teaching and social presence have a significant precursor effect on cognitive presence, which is consistent with the hypothesized relationship. The interesting discovery is that the cognitive presence also has an influence on social presence, which means the cognitive and social presence is recursive. This is not stated in the hypothesized relationship. Strategies when applying CoI framework in designing blended learning is implied.
Cao, J. & Nishihara, A. (2011). Measuring Community of Inquiry in an International Blended Learning Context. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1128-1137). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from https://www.learntechlib.org/primary/p/37307/.
Daniel, B.K., Matheos, K., and McCalla, G. (2004). Blended learning approach for technology enhanced learning environments. Proceedings of World Conference on E-Learning inCorporate, Government, Health, & Higher Education, 1840-1845.Chesapeake, VA: AACE. Http://www.editlib.org/p/11591.
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