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e-edukacja na świecieValidating a Measurement Toolof Presence in Online Communitiesof InquiryKaren P. Swan, Jennifer C. Richardson, Philip Ice, D. Randy Garrison,Martha Cleveland-Innes, J. Ben ArbaughThis article examines work related to the developmentand validation of a measurement tool for the Communityof Inquiry (CoI) framework in online settings.The framework consists of three elements: socialpresence, teaching presence and cognitive presence,each of which is integral to the instrument. The 34item instrument, and thus framework, was testedafter being administered at four institutions in theSummer of 2007. The article also includes a discussionof implications for the future use of the CoI surveyand the CoI framework itself.IntroductionOnline learning models are increasingly presentin higher education. In 2006, 3.5 million, or almost20%, of US higher education students were takingat least one online course (Allen & Seaman, 2007).While researchers have been relatively successful inidentifying the properties of successful online learningenvironments (Aragon, 2003; Cleveland-Innes,Garrison & Kinsel, 2007), a more in-depth analysisrequires a theoretical framework that illuminates thecomplexities of online learning.One model that has gained a good deal of attentionis the Community of Inquiry (CoI) frameworkdeveloped by Garrison, Anderson and Archer (2000).Figure 1: Community of Inquiry FrameworkThe CoI framework is a process model that providesa comprehensive theoretical model that can informboth research on online learning and the practice ofonline instruction. It assumes that effective onlinelearning requires the development of a community(Rovai, 2002; Thompson & MacDonald, 2005; Shea,2006) that supports meaningful inquiry and deeplearning. Such development is not a trivial challengein the online environment.The CoI model views the online learning experienceas a function of the relationship betweenthree elements: social presence, teaching presenceand cognitive presence (see Figure 1). Social presencerefers to the degree to which learners feel sociallyand emotionally connected with others in an onlineenvironment; teaching presence is defined as thedesign, facilitation, and direction of cognitive andsocial processes for the realization of personallymeaningful and educationally worthwhile learningoutcomes; and cognitive presence describes the extentto which learners are able to construct and confirmmeaning through sustained reflection and discourse.The sections which immediately follow describe eachof these constructs in greater detail and summarizeresearch findings concerning their importance inonline courses.However, two issues have challenged researchutilizing the CoI framework. The first is the lack ofcommon measures in studies investigating the individualpresences, which makes generalizations acrossstudies difficult. The second issue is that few studiesexplore all three presences and, more importantly,interactions among them. The later sections of thisarticle describe efforts its authors are making to addressthese issues: namely, the development of a CoIsurvey instrument which measures all three presencesusing commonly agreed-upon indicators. The articleconcludes with a discussion of implications for thefuture use of the CoI survey and the CoI frameworkitself.Social Presence“Social presence”, the degree to which participantsin computer-mediated communication feelaffectively connected one to another, is clearly the88 e-mentor nr 2 (24)