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Learning CoI by role-playing online discussions
Computer-science students practicing Community of Inquiry roles in asynchronous forums enacted all presence types, but struggled to reach resolution-level critical thinking.
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What framework were students learning to apply?
The Community of Inquiry framework in asynchronous collaborative learning.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
Which CoI component was easiest for students?
Social presence (SP).
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What critical-thinking limitation appeared?
Levels of critical thinking did not reach resolution.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
Who were the participants?
CAI students in the Faculty of Computer Science at Universitas Indonesia.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
How directive was the instructor during role-play?
Instructor intervention was limited; enactment was voluntary and natural.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What improvement area did authors flag?
Evaluating and directing the discussions.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What data sources were used?
Discussion transcripts, reflections, and questionnaires (including open-ended items).
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What does resolution mean in CoI cognitive presence?
Defending a solution or applying newly learned skills/knowledge in a different context.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
Did students implement all CoI components?
Yes, though unevenly and with needed improvements in some facilitation moves.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What was the learning setting modality?
Asynchronous online collaborative discussion/role-play.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
Why is sustained online collaborative learning demanding?
It requires complex interactions and CoI presence processes for knowledge construction.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified
What did focus-group/discussion outputs emphasize?
Producing discussion output more than applying all CoI sub-indicators.
Source: Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class · DOI · quote verified